What is accuracy?
Accuracy is the ability to read without errors. It is expressed as the percentage of words read correctly of the words attempted.
What tasks should students be able to demonstrate to indicate mastery of this skill?
Automatic recognition of words
Reading with at least 95% accuracy
Why is understanding accuracy important to reading?
If students lack accuracy with decoding skills, their reading is labored and they quickly jump to less reliable cues for naming words. In order to be a good reader, a student must be accurate, first and foremost (Hasbrouck, 2010). The meaning of the text is diminished if words are read incorrectly.
What screener can be used to determine if there is a deficit in fluency or some underlying skill?
Structured Literacy Tools
Sequential and Cumulative
Systematic and Explicit
Accuracy is the first step in becoming a fluent reader. The sequential and cumulative nature of instruction in accuracy mirrors the layers of fluency. That is, students must be accurate first in letter sound/letter name, followed by accuracy in word reading, then phrases, then connected text. This explains why simply having a student “practice fluency” by reading a passage may be counterproductive if the student is still stumbling at the phoneme blending or decoding levels.
In the educational setting, the goal of accuracy is 95% or above. If accuracy falls below this, comprehension is compromised because not all of the word meanings have been interpreted correctly. While it is always important to strive for the highest accuracy, the expectations for accuracy shifts depending on the purpose for reading. For example accuracy may be less important for a comic book that entertains than for a medical journal that informs a surgical procedure.
Whenever assessing fluency, always calculate the accuracy score.
To build accuracy effectively, daily and weekly routines for practice should be established. [Strategy Cards and Routine Cards are provided within the resources of this website.] As students are receiving instruction in word recognition, positive corrective feedback is critical to ensure accurate decoding. Teachers should model accuracy by applying the gradual release model of “My Turn, Our Turn, Your Turn.” Practice in reading words, sentences, and short passages is important to cement accuracy and should routinely conclude the small group phonics instruction.


A - P - P - L - E
Teaching the basic elements to be memorized. Perhaps you remember this approach in your own childhood?
Some music education takes a different approach, showing you the whole picture:
But musikgarten is more like offering you a taste of applesauce, or a slice of apple to enjoy!
Starting from birth, we follow a carefully planned pathway (we call it the Pathway to Musical Literacy) that gives you and your child an engaging taste of music from the first moment, and builds on that first pleasure to lead toward a goal - the ability, benefit, and enjoyment of making music throughout your life.
To illustrate the Musikgarten progression, let's consider listening skills first (since these are crucial to development and learning from the earliest age). For a baby, listening is a continuation of the experience in the womb - which is why our baby class focuses on the bond between parent and baby as much as possible). In the toddler class, we ask the child to focus on a familiar sound, developing individual focused listening. Then in Seasons, we nurture the auditory discrimination skills of the 3-year old by challenging him/her to discern between the voices of four different animals or insects. This prepares him/her for discriminating among the four instruments of the string family in Home Environments and World Travelers. These activities ultimately prepare the child for the careful listening required in figuring out a melody line or chord structure of a song in our Piano classes.
The progression is not just in listening; let's consider movement too. Our babies enjoy rocking and other movements which promote vestibular development and crossing the midline, both essential to healthy growth. Then our toddlers learn finger plays and enjoy free dances; the curriculum encourages each toddler to explore movement through jumping, swaying and spinning. These skills are refined and practiced when the child is challenged to move to the recorded movement stories and imagined journeys in Seasons. This in turn lays the physical groundwork for the concepts of sequence and self-control experienced in the following years, when we introduce formalized movement games and group dances. These experiences give children the dexterity and grace needed to play the piano musically and rhythmically.
A third area of progression is in patterns. We introduce rhythm and tonal patterns from the start: neutral Ba Ba for babies and toddlers (first listening, then singing) leading to the use of Gordon's Rhythm Language (Du-de du, and Du-da-di du) in the Seasons classes, onward into more complex rhythm and tonal recognition games and song pages in Home Environments and Around the World, and into reading music in Piano. These patterns are the building blocks of music. Learning comes easily as the patterns repeat and build from class to class, preparing your child to read music, compose, and improvise with confidence.
As we begin this new semester, I wanted to remind you of this carefully designed progression, and say how much I am looking forward to seeing your child's growth this semester with Musikgarten!


Our schools encourage self-expression and help students become adaptable and independent learners.
Learning in primary school
During their primary school years, students will develop strong literacy and numeracy skills. They will explore new ideas including the use of information and communication technologies (ICT). Lessons are designed to respond to the needs, learning styles and rates of progress of individual students.
Special learning needs
The department provides specialist support classes, as well as schools for specific purposes (SSPs). Discuss options with the principal of your local school if your child has special learning needs.
For more information and assistance with special learning needs, you can:
- call the educational services team on 131 536
- visit Disability, learning and support.
Best Start Kindergarten Assessment
Best Start is a mandatory one-on-one assessment that identifies the literacy and numeracy skills of a student at the beginning of Kindergarten. Accommodations are made for students with disability.
Infants schools are smaller primary schools providing quality education for children from Kindergarten to Year 2. After completing Year 2, students proceed to a general primary school in the local area.
NSW public schools offer a range of opportunities for gifted and talented students including opportunity classes for Years 5 and 6. Students sit a placement test to attend a school with an opportunity class.
For more information, visit selective high schools and opportunity classes.
Before and after school care
Before and after-school care is available for primary school-aged children. It is located within the school or nearby. Vacation care may also available - but not always in the same location.
Children play with friends and take part in a variety of supervised activities. Fees are charged.
For information on the before and after school election commitment please visit Before and after school care.
Helping students at home
Reading with your child at home will assist their development. Some strategies include:
- set aside some uninterrupted time to read aloud with your child
- read to your child in your first language - research shows that using your first language will help your child when he or she learns to read English
- listen to your child read every day, even if only for a short time
- talk about books together - make reading a shared, enjoyable activity
- discuss the meanings of stories and words
- ensure there is a range of reading material for your child at home, both fiction and nonfiction
- give books as treats and presents
- join your local library - borrow books for yourself as well as your child.
Practical help for parents and carers
Visit Parents and carers for useful information and strategies to help your child with tests, exams, and homework in general.


As a certified music therapist, I am trained to use my musical abilities to help clients achieve goals, develop abilities, and improve their overall quality of life. There are countless approaches to music therapy, which are all based on different theories of psychology and musicality. My training allows me to select an approach that is appropriate for each client or group I work with in order to best serve each client and to utilize the unique skills and abilities of each individual. One such method is the use of adapted music lessons.
So, what exactly is an adapted music lesson? An adapted music lesson is a music lesson where adaptations or modifications have been made to best suit the needs of the individual(s) involved in the lesson. These adaptations may be few or frequent, depending on the needs of each individual student. While many concepts of an adapted lesson are similar to a standard music lesson, the modifications allow for the client to learn at a pace and in a style that they are comfortable with.
Adapted music lessons require a facilitator who has experience with music therapy, music education, psychology, and other related training. If done properly, these lessons can allow an individual the chance to develop musical skills, a variety of cognitive abilities, and an improved quality of life.
How does an adapted music lesson differ from a music therapy session? In many ways, the two are similar. I consider an adapted music lesson to be a specific approach to music therapy such as song writing groups, 1:1 improvisation sessions, or movement and music groups. In an adapted lesson, the focus is on learning instrumental and musical skills, with required adaptations applied as needed, including modified lesson duration, modified lesson pace, and focus on specific music skills.
While any individual can benefit in some way from adapted music lessons, I have found these lessons to be particularly appropriate for higher functioning individuals with a special need. By approaching clinical work through adapted lessons, the focus is instead on learning a new musical or instrumental skill. This will lead to the potential for increased confidence and feelings of self-satisfaction as a result of learning a new and enjoyed skill, as well as reduced feelings of being held back by their special needs.


Mission & History
The Roswell Museum and Art Center inspires discovery, creativity, and cultural understanding of the art and history of the American Southwest and beyond.
The Roswell Museum and Art Center was founded in 1935 through an agreement between the City of Roswell, Works Progress Administration (WPA), Federal Art Project (FAP), Chaves County Archaeological and Historical Society, and the Roswell Friends of Art. The Museum opened in 1937, deriving its initial support from the WPA as part of a Depression era project to promote public art centers nationwide. Today, the Roswell Museum and Art Center is among a handful of these Federal Art Centers that remain in operation. In its proposed plan, the WPA established that “the root of the community art center idea is participation by the entire community in all forms of art experience…” The stated purpose of the Museum was “to serve the art needs of Roswell [through] continuously changing exhibitions in the fine and practical arts, lectures and gallery talks [music programs and an art school where classes were offered free to the public].
From the outset, the Roswell Museum and Art Center established itself as a cultural and educational locus for the community. When the WPA restructured in 1941, the City of Roswell assumed control of the Museum.
Since its initial emergence, the Roswell Museum and Art Center has grown into a 50,000 square foot facility that includes twelve galleries dedicated to the exhibition of art and history, the Patricia Lubben Bassett Art Education Center, and the Robert H. Goddard Planetarium. The Museum is accredited by the American Association of Museums and is southern New Mexico’s preeminent museum, lauded for the quality of its exhibitions, programs, and collections.
The following core values are held as the essence of the Museum and our service to a unique community of visitors:
We believe in creating an atmosphere of inclusion and accessibility for all people.
We concentrate on building bridges to the multiple communities we serve, and value opportunities for community collaboration through education, entrepreneurship, and civic enterprise.
We strive to connect human experience, imagination, and creativity to the past, present, and future.
We respect, represent, and value our diverse community.
We are a public institution that celebrates its grassroots inception and national significance by presenting a link between local, regional, and world histories.
We expose people to a range of ideas that are meaningful to life.
Sense of Place
We help promote a sense of identity, pride, and belonging in our community.
We consistently work to preserve our public trust responsibilities through accountability in the stewardship of our financial assets, collections, and physical resources.


Walden’s Path introduces Informal Learning as Pedagogy at The Learning Pad in Hyderabad, India. The Learning Pad is a Children’s Explorium at the Walden’s Path Kinder in Hyderabad, India. The Learning Pad provides an informal learning environment suitable for homeschoolers and school going children, for extracurricular engagement. The Learning Pad provides a platform for children to nurture their natural instinct to observe, deconstruct the environments around them and construct their own knowledge. “It is important to help children explore, create and develop their imagination and original ideas. Every child creates original artwork, which is a reflection of their own ideas and personal interpretation. Active purposeful play should be the central learning experience in both formal and informal early learning classrooms. It is a natural way of learning that supports creativity and imagination.”, says Dr. Madhulika, Director of The Learning Pad. Centers of Learning The learning centers include a library, science center, dramatic play corner, engineering/blocks and art/maker-space areas. Providing these learning centers to support project work and learning objectives in an open, safe and hands-on environment is the key feature of the Learning pad. Intentional learning opportunities are incorporated through open ended literacy and mathematics games, science experiments, and fine motor skills, to name a few. Process Art at the Learning Pad Art is a personal expression of emotions, sensitivity and sensibility of an individual at many levels. Emotional development, development of an understanding of the world through many lenses, multiple perspectives, constructing one’s own knowledge etc are central to learning. While, Art education to a large extent focuses on production; Arts based learning tends to focus on transformation. One such approach to Arts based learning is Process Art. Process art is about the process of creating art and not so much the end product! Adults are facilitators set the scene with required materials, planning etc and then allow the child to use their own creativity to interpret themselves and their learning through art. The child’s creativity is kindled, critical thinking skills put to work within the framework of emotional development.
Posted on September 8, 2015. Modified on September 8, 2015


A teacher-completed instrument called the Early Development Instrument (EDI) was developed at the Offord Centre for Child Studies at McMaster University to measure children’s ability to meet age appropriate developmental expectation at school entry. The Early Development Instrument (EDI) measures children’s developmental health at school entry by asking questions covering five different areas of their early development:
- Physical Health & Well-Being - includes gross and fine motor skills - e.g., holding a pencil, running on the playground, motor coordination, and adequate energy levels for classroom activities.
- Social Competence - includes curiosity about the world, eagerness to try new experiences, knowledge of standards of acceptable behaviour in a public place, ability to control own behaviour, cooperation with others, following rules, and ability to play and work with other children.
- Emotional Maturity - includes ability to reflect before acting, a balance between too fearful and too impulsive, and ability to deal with feelings at the age appropriate level, and empathic response to other people's feelings.
- Language and Cognitive Development - includes reading awareness, age appropriate reading, writing and numeracy skills, board games, and ability to understand similarities and differences, and to recite back specific pieces of information from memory.
- Communication Skills and General Knowledge - includes skills to communicate needs and wants in socially appropriate ways, symbolic use of language, story-telling, and age appropriate knowledge about the life and world around.
The EDI was finalized in 2000 in Ontario and has since become a population-level research tool utilized to various degrees in all Canadian provinces and territories. By the end of 2014, British Columbia, Alberta, Saskatchewan, Manitoba, Ontario, Quebec, Newfoundland and Labrador, Prince Edward Island, New Brunswick, Nova Scotia, Yukon, and Northwest Territories will have collected data at the provincial/territorial-level at least once and Nunavut will have collected data on some of their children. Most provinces continue to implement the EDI on a regular basis, with many collecting data every other year. At an international level, many countries have also implemented the EDI.
Current findings from the administration of EDI in Canada show that in most jurisdictions 25% or more of children entering kindergarten are vulnerable in at least one aspect of their development. Further research linking EDI findings to later educational data demonstrate that, on average, kindergarten vulnerability predicts ongoing vulnerability in the school system. Numerous studies have shown that early vulnerability predicts much about a person’s lifelong health, learning and behaviour.
The Early Development project focuses on the outcomes for children as a health-relevant, measurable concept that has long-term consequences for individual outcomes and population health. The data derived from the collection of the EDI facilitate and encourage community, provincial, national and international monitoring of the developmental health of our young learners.
The EDI is designed to be a tool to increase the mobilization of communities and policy makers in order to bring a positive impact on children’s development in their local areas. Understanding the state of children’s development at the level of the population – that is, for all children – is foundational to mobilizing stakeholders towards change.
Funding & Support
Provinces of BC, Alberta, Saskatchewan, Manitoba, Ontario, Quebec, New Brunswick, Newfoundland and Labrador, Nova Scotia, Prince Edward Island; Territories of Yukon and Northwest Territories
Principal Investigator – Dr. Magdalena Janus
Project Manager – Ashley Gaskin
Statistician – Eric Duku
GIS Analyst – Rob Raos
Research Assistants – Pauline DeRosa; Amanda Offord; Caroline Reid-Westoby; Matt Horner
For further information on the EDI, please explore the EDI website.


The benefits of music education for STEM students are more numerous than you might guess.
When schools are forced to cut budgets, music is often one of the first departments to suffer. This may also mean that students are missing out on the many benefits of music education. A recent Canadian study found that students who took continuous music classes consistently received higher grades. Northwestern University’s Auditory Neuroscience Laboratory also reported that low-income students exposed to music education were more likely to attend college than their neighborhood counterparts who received no musical training.
The Impact of Music
Unfortunately, just listening to music doesn’t appear to produce quite the same neurological results as actually learning an instrument. Some analysts have likened the benefits of music education to exercise; watching sports will give you a better understanding of a game, but it doesn’t confer the same physical effects as playing the game yourself. Music-making strengthens brain functions such as memory, language, and attention. It may also increase spatial temporal reasoning, leading to better results in subjects like math and science. Students with a musical background score an average of 44 points higher on their math SAT, according to the National Association for Music Education.
Music As a Teaching Tool
Difficult mathematical concepts can sometimes be conveyed through music. Like math, music requires an understanding of rules, logic, and abstract thinking. Educators have already come up with some innovative ways to enhance students’ STEM skills through the benefits of music education. For example, researchers at San Francisco State University have developed a program called Academic Music, which uses music notation to teach fractions to third graders.
Below are just a few ways to incorporate the benefits of music education into your classroom:
- Create a maker space that contains a music element. It might be a simple workbench area that includes instruments or a computer with audio and recording software.
- Use musical math games to help younger students learn mathematical concepts through rhythm.
- Put on some music in the classroom. It may not impart the same neurological benefits as playing an instrument, but classical music in particular can help to release tension and develop a relaxing learning environment.
It’s a misunderstanding to view the benefits of music education as secondary to other subjects. In the words of astrophysicist Carl Sagan, “It is the tension between creativity and skepticism that has produced the stunning unexpected findings of science.” Learn more about incorporating the arts in your STEM classroom here.


Download high quality math games and reading apps.Learn more
Quackenworth apps are designed to educate and entertain both kids and adults alike and are used by teachers and parents around the world. Our mobile apps and games help preschool, kindergarten, first, second, and third grade students build strong reading and math skills. The topics we cover include long and short vowel sounds, sight words, blends, phonics, addition, subtraction, multiplication, and division. We are highly-skilled developers with years of experience in preschool and elementary education. Quackenworth apps are available in Apple's App Store, Google Play, and the Amazon App Store and do not contain third party advertising, tricks, or surprises. We are honored to make educational games that help improve your child's basic math and reading skills!
Check out Quackenworth's educational blog. We discuss the latest issues in education and provide tips for our educational products.
What kind of educational apps does Quackenworth sell?
Quackenworth makes the best educational apps for kids in preschool and elementary! We focus on math and reading and include math games and interactive books. We currently have five apps in the various app stores like Apple App Store, Amazon App Store, and Google Play. These apps for kids include the following apps: Bubbletime First Grade Math, a first grade math game that teaches addition and subtraction facts, Fruit Rockets Multiplication, a third grade math game that teaches multiplication facts, Learn to Read: Vowel Stories, an educational app that helps kids learn long and short vowel sounds, Learn to Read: Sight Words, an educational app that teaches kids sight words, and Learn to Read: Rhyming Stories, an educational app that teaches kids long and short vowel sounds and common sight words through rhyming stories.
Who should use Quackenworth’s educational app?
Parents and teachers in 45 countries around the globe use apps daily. Teachers in preschool and elementary use our educational apps to teach elementary reading and math skills. Parents use our apps for supplemental educational activities at home, in the car, and on the go!
What age group does Quackenworth make its educational app for?
Our educational apps are intended for boys and girls ages 2 to 8 years of age. This includes kids in preschool and elementary school.
Does Quackenworth make math games for kids?
Yes, Quackenworth sells educational math games (also known as educational apps) for kids. They are Bubbletime First Grade Math and Fruit Rockets Multiplication. Both are educational apps for kids in first and third grades. Bubbletime First Grade Math teaches kids addition and subtraction skill and Fruit Rockets Multiplication teaches multiplication and division facts. Both educational apps take place within the framework of an educational game on a mobile device.
Does Quackenworth develop apps that help kids learn how to read?
Yes. Quackenworth makes an educational app for kids called Learn to Read: Vowel Stories. It teaches kids how to recognize long and short vowel sounds. The app contains 10 vowel stories and contains additional interactive educational activities.
Does Quackenworth make mobile apps to help kids with sight words?
Yes. Quackenworth has an app called Learn to Read: Sight Words. The educational app contains hundreds of sight words and has been proven to help kids learn how to read.
What are the benefits of educational games for kids?
Educational games make learn fun and interactive. Studies have demonstrated that, when used properly, educational games and apps increase kids’ engagement significantly. Educational games


Why Should My Child Go To Kindergarten?
According to the Australian Bureau of Statistics, the interest in kindergartens in Queensland has sky‑rocketed over the past five years. With attendance rates soaring from 29% in 2008 to 97.4% in 2013, what is increasingly attracting families to kindergarten environments?
In my casual conversations with the parents of young children, the general response is that children who undergo a kindergarten experience will be better prepared to enter the primary school classroom, having developed richer literacy and numeracy skills. This is a worthy response but, from an educator’s perspective, I encourage parents to think longer-term.
Much research has been conducted over the years in regard to the age at which formal education should begin. A study by Edward Melhuish of Oxford University highlights the significant positive effect that a kindergarten experience has on children’s literacy and numeracy levels at age 11. A research team in Chicago, headed by Arthur Reynolds, found through its 25-year study that the benefits of a kindergarten education are seen decades later through educational achievement, socioeconomic status, health and reduced crime. Recent studies are reaching the same conclusions: allowing for background factors, children who are exposed to a quality kindergarten education (age 3-4) are much more likely to excel later in life than those who are not. The benefits of a kindergarten education are long-lasting.
So what is it that a kindergarten education offers that is so valuable?
First and foremost, let’s be clear. A kindergarten education does not – in fact, can not – replace the priceless education that takes place in a child’s home. Parents are the primary educators of their children. What takes place in the family home is precious and irreplaceable. Kindergartens exist to deliver an education that complements the daily education received at home.
What should I look for in a good kindergarten?
In a quality kindergarten, qualified early childhood educators possess a sound knowledge of how young children learn. They are skilled in developing play-based experiences that are rich in learning, and they are trained to identify in children weaknesses that may affect their ability to access curriculum in the future. At kindergarten children explore their world – they learn about themselves and their individuality; they are encouraged to work as a team and they receive adult support in conflict resolution; they make friends and develop a love for learning; they take part in decision-making; they are exposed to the joys of success and encouraged to view failures a stepping stones; they identify, explore and solve problems; their confidence, curiosity, resourcefulness, persistence and courage are fostered; their fine and gross motor skills are exercised; and their literacy and numeracy skills are nurtured.
The enduring nature of a kindergarten experience is sustained only through a high-quality educational program. With so many options available to parents, selecting the program that best suits the needs of a family is overwhelming. My advice is simple: visit. When you enter the doors of a kindergarten facility, you will instantly get a feel for the culture of the place. Ask questions and absorb the answers. When you visit ‘the right’ place for your family, you will sense it – you’ll be stimulated and you will crave to become a part of it.
The world of kindergarten education is delightful and stimulating, and I encourage you to join the excitement for the long-term benefit of your child.
Jane is the Principal of Living Faith Lutheran Primary School and Kindergarten, on Brisbane’s north side. Jane is passionate about the long-term effects that a high-quality education has on Australia’s future generations, when the focus is just as heavily on the spiritual, social and emotional development of children, as it is on academic maturity.


Baby Talk: Resources to Support the People Who Work With Infants and Toddlers
Issue No. 55, December 2015
“I Helped Too!” Cooking With a Tiny Helper
Click on the link below for 10 tips to use in the classroom and at home to make cooking with toddlers easier for everyone. http://families.naeyc.org/learning-and-development/cooking-tiny-helper
Singing to Babies Calms Them Longer Than Talking
If you want to keep an infant calm, sing a song. New research reports that infants remained calm twice as long when they listened to a song as they did when they listened to speech. Read about it at the link below.
Early Learning Language and Literacy Series Launched
The Preschool Development Grant Technical Assistance Program has created a free series of fourteen modules designed for professionals who are working to support the language and literacy development of young children, birth to five. Each module includes PowerPoint slides, handouts, activities, and readings. Key objectives for the series are to provide teachers with information/ research on early language and literacy and to provide evidence-based strategies to support the language and literacy development of young children. https://pdg.grads360.org/#program/early-learning-language-and-literacy-series
Helping Toddlers Understand Emotions: Key to Development
The strategy of helping toddlers understand emotion may reduce behavioral problems later on, finds a federally funded study led by a Michigan State University researcher. The study, published in the September 2015 issue of the Journal of Developmental and Behavioral Pediatrics, could ultimately help those most in need. Toddlers with higher risk, specifi-cally those with more behavioral problems and from the most disadvantaged families, benefited most from being taught about emotion by their mothers. Read more at the link below.
A Child’s Lifelong Self-Esteem Emerges Earlier Than We Thought
By age 5 children have a sense of self-esteem that is comparable in strength to that of adults, according to a new study by University of Washington researchers. Because self-esteem tends to remain relatively stable across one’s lifespan, the study suggests that this important personality trait is already in place before children begin kindergarten. Learn more at the link to the right. http://www.sciencedaily.com/releases/2015/11/151102152729.htm
What’s Babbling All About? Infants are Motivated by Hearing Themselves
Babies’ repetitive babbles, such as ‘dada’ or ‘baba,’ are primarily motivated by infants’ ability to hear themselves talk, say researchers. Infants with profound hearing loss who received cochlear implants to improve their hearing soon babbled as often as their hearing peers, allowing them to catch up developmentally. Additional information about this research may be found at the link below. To learn more, visit the link below.
Baby Talk is a free, one-way listserv that is distributed each month. Each issue features one or more resources, the majority of which are available to download at no cost. To join the listserv, send an email with no message to firstname.lastname@example.org. To suggest resources, please contact Camille Catlett at email@example.com or (919) 966-6635.


In the Kindergarten classes, our children spend their day exploring meaningful learning experiences and hands on activities that help them to learn basic skills in a fun and active way. Students actively focus on developing their international mindedness in themselves.
Language and numeracy development is also a major focus in the Kindergarten years. The children are engaged in active dramatic play, stories, discussions, games, songs, rhymes, word play and mind problems that develop strong language skills with the help of structured A to Z reading and writing programme and mathematic integration. Strong language and mathematical skills are the foundation of literacy development. Students also choose either Malayalam or Hindi as a second language.


|Year of Publication||
Dewey’s experiments at the Laboratory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s pervasive concern with the need for a rich, dynamic, and viable society.
In his introduction to this volume, Joe R. Burnett states Dewey’s theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel’s Educational Principles; The Psychology of Occupations; and the Development of Attention.
Out of stock


Traditional more academic courses would benefit from a mixture of both objective and process based models. The linear model is appropriate in this instance especially if there is an exam or test at the end of the course. As for success/ a pass in the subject then clearly defined objectives have to be achieved. Accredited courses are also standardized so curriculum design has to be consistent across institutions. This is also true of assessing more work based competencies. However, a purely outcomes focus even in this situation is not appropriate, as learning is much more holistic in its process other than purely the stated objectives. Active learning needs to be incorporated to ensure multi-sensory learning is achieved, as some learners will require more than the passive learner approach to achieve the stated outcomes
The purely linear model may however be appropriate for distance learning courses, where practical application is less important. In this instance learner interaction is not appropriate, and the course content is delivered in an entire package.
In relation to more vocational and lifelong learning courses the linear approach, although needing to be taken into account as the intention is that the learner achieves some sort of skills at the end of the course. Require more student led focus. This is especially important in our environment where the aim is to overcome past negative experiences of the educational system and enable learners to direct at least to some extent what they will learn.
As our classes are limited to 8 learners teaching is done as a group and people produce their own or in small groups. The difficulty lies in that some learners are slower than others, at times it is appropriate to allow learners to help others or to get those that progress quickly to do cleaning jobs such as washing up.
Sometimes whether to do paired work will be dependent on 2 factors. Sometimes to create a pudding for each learner to do an individual portion it requires ½ an egg. It is very difficult to halve an egg, so therefore in these situations it is more appropriate to work in pairs to produce a dish. During the afternoon sessions we sometimes have up to 2 people who are visually impaired, one more significantly than the other, they struggle to read the scales and are significantly slower than others in the group. Sometimes if creating more time consuming food it is appropriate to pair learners together to ensure that the lesson does not overrun. Also the availability of space in the ovens is another factor which will determine whether food is produced individually or in groups. If we are at full capacity of learners and are cooking 2 dishes in the oven, then people need to be put into groups to give the most efficient use of resources.
We practice fully inclusive teaching. Many of our service users are homeless. In an induction of a new staff member today, we were discussing the end of sessions, the staff member said well you tell them to go home. I then explained that this was not appropriate language, as many do not have a home to go to. I also explained that all food is taken away in silver containers and that we also provide plastic forks to enable the rough sleepers to eat the food they have produced later in the day. It is important to use appropriate language as failure to do so would create differences and barriers to learning and applying cultural norms (i.e. having a home to go to) that are not appropriate in our context. Therefore, we adhere to legislation relating to equality and diversity and equality of opportunity for all learners.
In all our activities we try to embed various skills apart from cookery. Our main aim is to raise self-confidence and progress toward self-actualization and maximization of true potential. We also include literacy and numeracy skills into the session as appropriate. It also develops co-operations skills and team work.
As there is no accreditation to our course, there is no specific assessment process. Achievement of goals is to produce a mains and a desert. We do however, identify those that it is appropriate to do so with, to work towards a basic food hygiene certificate, which is conducted online, so also assists in developing ITC skills. We also provide 1 to 1 feedback sessions and discuss learner progress and development.


Our Easter Activity Pack pack is ideal for celebrating springtime and the fun traditions of Easter, with engaging hands-on fun! It makes an ideal Easter gift as well as a great resource for keeping children entertained over the Easter holidays.
What’s inside the Easter Activity Pack?
Your child will:
- Make fizzing bath eggs
- Investigate lots of eggciting science experiments
- Design an egg catapult
- Explore and write their own acrostic poetry
- Cook Easter treats in the kitchen
- Ask and answer questions such as ‘why and how do chickens lay eggs?’ and ‘how far can a rabbit hop?’
- Tackle themed Lego challenges
- Explore Easter traditions from around the world
- Plan and prepare a pancake party
- Go on a nature scavenger hunt
- Find out how to make a see-through ‘bouncy egg’
- Design an Easter bonnet
- Make a pop-up greetings card
- Craft beautiful paper flowers
- Plant their own seeds for a spring garden
- … and more!
Without realising, your child will be developing skills such as:
- Organisation and planning
- Research and presentation
- STEM (science, technology, engineering and mathematical) skills
- Literacy and numeracy skills
- Critical thinking
- Imaginative & creative play
- Art & design
- An appreciation for nature
- Empathy and discernment
What age is this Easter Activity Pack suitable for?
Our age recommendation for this pack is approximately 7-11 years. However, we always say that ability is very subjective; what will be right for one child won’t necessarily be right for another of the same age.
It may well be suitable for younger or older children depending on how enthusiastic they are about the game. The tasks can be completed to your child’s own level.
For example, A 13 year old may produce a complex response to a Lego challenge, independently solve numeracy puzzles, really go to town on the STEM tasks and take their self-led projects and science investigations to a much deeper level than a younger child. It is important to remember that our activity packs are not meant to mirror what a child has been doing in school, but are instead meant to engage them, spark their love of learning and most of all be FUN. Our own children (aged 5-10) have loved testing out these activities.
Do I need anything else?
Some of our activities require resources that you may not have readily at home but can be purchased inexpensively online or at the supermarket.
Is this a book or pdf file?
This product is available as three options- a hard copy, an instant download and a combo of both. You can pick your own postage to suit your individual needs at checkout.
If you purchase the digital file please be aware that not all pages require printing. Our packs are bright and vibrant to make them appealing to children and as such it may not be economical to print them in their entirety. Many pages are suitable to be read on a device without the need for printing. Please be mindful of this.
The print quality of the hard copies is far superior to a home printer and they are professionally bound with thick, glossy wipe-clean covers.
Anything else I need to know?
Some of the activities in this pack may require the use of scissors, knives and hot cooking equipment so please ensure children are supervised appropriately.


As a college student, I feel as if we are reading 24/7. Whether it’s an assignment for a class, taking notes out of a textbook, or catching up on daily emails, we are constantly reading in order to fulfill our requirements and succeed as college students. Of course, there is also reading for entertainment and pleasure that people might enjoy!
Here are some reading comprehension strategies I gathered to help you get the most out of your reading!
1. Create Searchable Notes
Take notes on what you read. You can do this however you like. It doesn't need to be anything fancy or big. Just do something to emphasize the important points and passages. I do this in different ways depending on the format. I either highlight passages when reading or bullet point important texts.
There is no need to leave the task of reading comprehension solely up to your memory. I keep my notes organized so I can easily refer back to them when needed. Of course, your notes don't have to be digital to be “searchable.” For example, you can use Post-It Notes to tag certain pages for future reference.
The core idea is the same: Keeping searchable notes is essential for returning to ideas easily. An idea is only useful if you can find it when you need it.
2. Combine Knowledge Trees
One way to look at a book is to imagine it is a tree with a few fundamental concepts forming the trunk and the details forming the branches. You can learn more and improve reading comprehension by “linking branches” and integrating your current book with other knowledge trees.
Connections like these help you remember what you read by “linking” new information into concepts and ideas you already understand. If you get into the mental habit of relating what you’re reading to the basic structure of the underlying ideas being demonstrated, you gradually accumulate some wisdom.
When you read something that reminds you of another topic or immediately sparks a connection, don’t allow that thought to come and go without notice. Write about what you’ve learned and how it connects to other ideas.
3. Write a Short Summary
As soon as I finish a book, I challenge myself to summarize the entire text in just three sentences. Although it is not necessary, it helps recall everything you just read. Some questions I consider when summarizing a book include:
What are the main ideas?
If I implemented one idea from this book right now, which one would it be?
How would I describe the book to a friend?
In many cases, I find that I can usually get just as much useful information from reading my one-paragraph summary and reviewing my notes as I would if I read the entire book again.
4. Read It Twice
Revisiting great books is helpful because the problems you deal with change over time. Sure, when you read a book twice maybe you'll catch some stuff you missed the first time around, but it's more likely that new passages and ideas will be relevant to you.
You will read the same book, but you never read it the same way because you might own new knowledge that helps you understand and interpret the text differently than when you initially consumed the information.
When we only learn something once, we don’t really learn it (at least not well enough for us to be able to implement the idea or explain it to someone). It may inspire us momentarily, but then it becomes quickly overrun by other thoughts and new information in the later pages of the text.


News And Events
Enjoying Books15 January 2020
Watching a child and learning how they communicate through sound, facial expressions, and gestures are all important ways to help them learn about language and the written word. Early language and literacy skills are learned best through everyday moments with children.
We encourage Educators to support a child’s language and literacy skills through reading books, talking with children and laughing and playing together. Children learn language when we talk with them and by hearing stories read and songs sung aloud.
Children develop early literacy skills when we give them the chance to play with and explore books and other written materials like magazines, newspapers, take-out menus, markers, and crayons. Language and literacy, while two different skills, build on one another in important ways.
Educators support a child’s communication skills by:
Copying a child’s sounds and encouraging them to repeat sounds.
Singing songs and making up silly songs for fun
Playing peek-a-boo. This simple turn-taking game is good practice for how to have a conversation.
Read lots of books. Reading together helps a child develop a love of reading and a familiarity with books. Reading aloud also helps a child’s vocabulary grow.
Read with gusto. Using different voices for different characters in stories Children love when adults are silly, and it makes book reading even more fun.
Encouraging a child “read” in their own way. The learning is in turning the pages quickly or looking at the pictures. Learning comes from the experience.
Repeat, repeat, repeat. Children learn through repetition because it provides opportunities to figure things out and make sense of the world around them.
Language and literacy development is a process that builds over time with each new skill adding to the one before. Children learn at their own individual pace and will like hearing the same stories again and again and will have their favourites. When children have regular time enjoying books with educators, they will learn to associate stories and book time with security and fun.


When I was a kid in Middle and High school we were given computer classes to learn to type and also the basic functions of old-school computers. The mouse was a relatively new thing and many computers still require users to use programming codes to run them. The control and shift keys were important every day factors in computer usage for me.
I learned a lot from my computer classes that has helped me with my interest in computers and even blogging today. My basic knowledge of programming and codes has greatly helped me and I want my children to learn the same things. They all take a great interest in using the computer for schoolwork and games so I knew that computer programming through Computer Science would be a great elective program for us helping them to further gaming interests, hopefully leading them into a career in this field.
Computer Science for Kids is creative curriculum created to be used with students 10 to adult. Beginning Microsoft Small Basic was written completely with the beginner programmer in mind. It is self-paced, easy to use complete program.
Through Beginning Microsoft Small Basic students learn basic programming skills and key elements of Small Basic that will stick with them for life. Provided examples demonstrate key steps throughout the program, allowing students time to absorb the process as they learn new things. While working through Beginning Microsoft Small Basic students learn to create programs like a savings calculator, card games, Tic-Tac-Toe, drawing programs, logic and video games.
This program was a great review of Microsoft Small Basic programming for me and a great introduction for both of my older children. We worked together over the past few weeks to learn about these key factors in computer design and usage. We completed around a chapter a week, some chapters took a week and a half due to circumstance and other curriculum we were involved in but the program was easily adaptable to fit our life. The program does take several hours to complete so it needs to be broken down to several days in the week to complete.
My children and I really enjoyed the lessons provided through this program. It will not be something we continue working with at this time due to the time it takes to complete the lessons but it will be something we use independently in the future. As I mentioned above, both of my older children enjoyed working through this program and each took away different aspects. My son wishes to expand further as this program will be a good start for his career field.
Beginning Microsoft Small Basic from Computer Science for Kids is available online for $59.95 with current free shipping. The digital e-book edition is on sale for $34.95 through July 4, 2013. It is normally priced $59.95. You can also purchase an Annual “UNLIMITED USER” School Site License Digital E-book Teacher Edition for a sale price of $199.95.


Presentation on theme: "Welcome to Parent Night 2014. Mrs. Taylor 11 th year teaching at West 18 th year with District 47 Bachelor Degree in Elementary Education Master’s of."— Presentation transcript:
Mrs. Taylor 11 th year teaching at West 18 th year with District 47 Bachelor Degree in Elementary Education Master’s of Literacy Degree I LOVE children and I LOVE teaching!
CURRICULUM ELA Units of Study balanced literacy with greater emphasis on informational texts academic vocabulary shared reading of grade-level texts guided reading independent reading
S cience T echnology E ngineering M ath Teaching with the future in mind !
6+1 Traits Writing Narrative – Persuasive – Expository Handwriting D’Nealian is the form of printing taught in second grade. Cursive handwriting will be taught after Winter Break. Please encourage correct letter and number formation at home. Spelling based on high frequency words, awareness of letter/sound correlation, spelling patterns, useful rules, and application in writing.
U of Chicago Everyday Math Pattern counting Telling time to the minute Counting money Addition/subtraction facts, double digit numbers, regrouping Problem solving with explanations of the process FOSS Science Pebbles, Sand & Silt ~ Balance & Motion ~ New Plants Rand McNally Social Studies Our Government Cultural Diversity Famous Historians National Holidays Environment Economics Native Americans Mapping Skills
HOMEWORK Reading - 20 minutes daily Please initial Reading Log and spend a few minutes discussing the books. Math - Home Link nightly Spelling - practice words Weekend News – brainstorm ideas
District 47 Homework Policies Homework is used to reinforce and apply previously covered concepts, principals, and skills. Please check the D47 Handbook for the policy regarding homework missed due to illness. It can be requested after 1 st day of absence by calling the office. Homework missed due to vacation can be completed UPON RETURN OF THE STUDENT.
Progress Reports Trimester grading periods end in November, Early March, and June. Skills and application of key concepts are measured using district rubrics and reported using a 1-2-3-4 scale. Reading, math and writing skills are also reported as ABOVE, AT, APPROACHING, or BELOW grade-level standards.
MAP Testing What is MAP Testing? MAP stands for Measures of Academic Progress. It is an assessment that can measure individual student academic growth throughout the current school year and ongoing growth in both reading and math. The MAP assessment is unique in that it adapts during testing to be appropriate to each child's level of learning. Where are students tested? Students take the MAP test in the school's computer lab. The assessments are computerized tests. There are two assessments, one in math and one in reading. The assessments are not timed, but each subject area takes approximately 1 hour to test. When does MAP Testing take place? MAP Testing takes place twice per year – fall and spring.
* Feel free to call, send an email, or write a note. * Please check out the latest news at our classroom website. * Watch for emails from West that include important dates and reminders. Communication is Vital!
Bits of business! Be on time ~ bell rings at 8:50 Snacks ~ quick & healthy Clean gym shoes for locker Birthdays ~ No food allowed Lunch ticket encouraged ($26.00) Write your child a quick note!
THANK YOU FOR COMING! Let’s work together to make this a memorable year filled with growth for your child!


ERIC Number: ED377492
Record Type: RIE
Publication Date: 1994
Literature Instruction: Practice and Policy.
Flood, James, Ed.; Langer, Judith A., Ed.
Discussing issues involved in the successful teaching of literature, this book presents essays that explore recent findings from research concerned with the teaching of literature in contemporary K-12 classrooms. The book is organized by age, special population, and special issues. Essays in the book address such issues as ability grouping, multicultural inclusion, literature versus literacy development, whole language, honesty in assessment, and how to change on a broad scale. Essays in the book are: (1) "Reader-Based Literature Instruction" (Judith A. Langer); (2) "Transactions between Theory and Practice in the Teaching of Literature" (Sheridan Blau); (3) "Becoming Members of an Interpretive Community" (Victoria Purcell-Gates); (4) "From Literature to Literacy: A New Direction for Young Learners" (Nancy L. Roser); (5) "Multicultural Literature: Issues in Teaching and Learning" (Violet Harris); (6) "Ability Grouping and the Teaching of Literature" (James Marshall); (7) "On Honesty in Assessment and Curriculum in Literature" (Alan C. Purves); (8) "Literature and Public Policy" (James R. Squire); and (9) "Winds of Change in Literature Education" (James Flood and Diane Lapp). (RS)
Descriptors: Ability Grouping, Educational Practices, Elementary Secondary Education, Literature Appreciation, Multicultural Education, Public Policy, Student Evaluation, Theory Practice Relationship, Whole Language Approach
Scholastic, Inc., 2931 E. McCarty St., Jefferson City, MO 65102 ($29.95).
Publication Type: Collected Works - General; Books
Education Level: N/A
Authoring Institution: N/A


Reading english practice for kids using the phonics method for ultimate success. Learn english consonant sounds and english vowel sounds.
Phonics practice fun activities to help kids practice identifying the sound letters make.
Practise said the phonics letters. Use straight lines to make the letters l and l on these handwriting practice pages. Also printable alphabet letters to practice forming letters with duplo playdough candy and more. The letters are from phase 2 phonics of the letters and.
Teachers who teach read write inc. Letter l l sound with these printable learning centers cut and glue activities and sorts kids will practice recognizing and reading the l sound in words. Children will love letter characters both new and old.
Alphabet sounds from a z. Meet the letter sounds is part of the three part meet the phonics series. Practice the basic long and short vowel sounds.
You ll love our hugely popular letter of the day hats clever themed puzzles bingo phonics games mini books letter bracelets cut and paste worksheets and more. We combined all of our phonics videos into one. Molly and sarah teach english the english alphabet and phonic sounds.
Phonics videos can help you teach the sounds of the alphabet letters. 1 phonics is the system of teaching reading that builds on the alphabetic principle a system of which a central component is the teaching of correspondences between letters or groups of letters and their pronunciations adams 1994. Phonics are trained to teach the programme but don t worry if you are not a phonics expert.
The purpose of phonics instruction only a small percentage of english words have irregular spellings and letter sound relationships. That teaches letter sounds digraphs and blends. Phonics refers to associating letters or letter groups with the sound they represent.
Phonics activities beginner the first 26 phonograms with video. Phonics rules video list of english phonics rules. Phonics instruction teaches common letter sound relationships including sounds for common letter patterns so that readers can apply them in decoding unfamiliar words.
We have lots of free read write inc. Long short vowel videos two phonics videos with practice worksheets. Enjoy reading and have fun.
Phonics resources to help your child continue learning including ebooks practice sheets ditty sheets slideshows and parent films. Phonemic awareness phonics. This reading machine helps children practice blending the letter sounds they ve already learnt with simple phonetically decodable cvc words.
It covers all english sounds providing the foundation for. Includes letter sorts trace and print activities and simple crafts.


Musication provides the music education that your child is missing. Musication was created for your child who is home-schooled, attends a private or charter school, or a public school in which the music program was cut or limited. Children who do not have access to music during their school day, can now enjoy music class in the comfort of home. Attempting music instruction can be overwhelming and scary. Many don’t know where to begin. I make it easy. I am the teacher and you just plug in and play. Musication lessons are sequenced from easiest to most challenging and are based on the guidelines and standards established by the National Department of Education. Each 45-50 minute lesson includes activities, music videos and recordings, assessments, and an answer page along with a minimal list of materials to keep things simple. The music content is developed for children ages 6-12. The curriculum in each music series introduces musical concepts and their application and a wide variety of musical styles and composers. Musication is designed to challenge, engage, and foster creativity to cultivate your child’s unique gifts and academic interest. And most importantly, have fun while learning!
Contact Me and Learn More About The Program!


Numerical reasoning is the ability to comprehend and apply information that is provided in tables, charts and figures. You can practice your numerical reasoning ability with our numerical reasoning tests (free and premium) and several basic numeracy tests listed below.
These premium tests are administered with a time limit, resulting in the need for the applicant to think quickly and act concisely.
Information about Numerical Reasoning Tests
Numerical reasoning is a higher-order thinking skill and it goes beyond the basic numeracy skills such as adding, subtracting, multiplying, and dividing. It requires interpreting data provided in graphs and tables and being able to utilize that data to solve various problems. Psychometric numerical reasoning aptitude tests are designed to do just that; quantify an individual’s ability to reason with data provided in any format.
Numerical reasoning skills are closely related to mathematics and inductive reasoning. Inductive reasoning is the ability to look for a pattern or a trend and then generalizing it. When you generalize and extrapolate the information, you don’t know for sure if this trend will continue, but you assume it will. This type of reasoning is used in numerical reasoning tests.
Many people who don’t use numerical operations very often feel intimidated by these types of tests. What you need to remember is that you don’t need to have completed a higher mathematical study to get a good result in these tests, because basically they measure your reasoning abilities and not your mathematical knowledge. Remember also that your test performance can surely be improved through practice.
Basic numeracy tests
To properly prepare for a numerical reasoning test, first ensure you get your basic numerical reasoning skills up to speed, preferably without using a calculator. Skills like mental arithmetic and calculating with percentages, ratios and fractions are important basic skills and you should gain some proficiency in these before practicing the more advanced tests. Practice tests for these basic math calculations are listed on our basic numeracy page.
Numerical Reasoning tests
Numerical reasoning tests, also known as data interpretation or numerical critical reasoning tests, involve evaluating situations and drawing conclusions from the data provided to assess one or several of the following. In numerical reasoning tests, you are required to answer questions using statistical information that is presented in graphs or tables. The questions are usually in a multiple choice format and you need to choose the correct answer. Below follows an example of a numerical reasoning question:
How much game revenue is generated by players of age 25 and older?
Which age group is responsible for 54% of the time spent playing these games?
Typically, the applicant is mostly allowed to use pen, paper and a calculator. Although, using a calculator may not be allowed in all tests.
Why is Numerical Reasoning important?
Numerical reasoning ability is one of the most basic skill areas, one that exists in small children well before they are taught mathematics in school. People who are unable to do math beyond basic arithmetic may not be able to manage their everyday finances, face poor employment prospects and not understand social issues through a lack of comprehension of basic statistics.
Numerical Reasoning in Jobs
Numerical reasoning tests are one of the most common types of aptitude test used by employers in their selection process. A lot of job applications requiring numeracy skills are likely to require you to take at least some form of numerical reasoning aptitude test, especially jobs in finance, accountancy, engineering and consulting.
Numerical reasoning is considered to be one of the most basic skills needed in today’s data-driven marketplace, and without having developed these skills strongly, it would be difficult to succeed in many jobs today. Many fields benefit from this type of testing, including most clerical and administrative jobs, jobs found in the craft and technical field at any level, and even positions in police or fire departments, or in the military field.
Assessments that measure job applicants’ ability to use and respond to numerical data in the context of the work environment are the best way to measure these important skills. Along with critical thinking, numerical reasoning ability is considered to be a very important skill for close to a hundred occupations, from accountant to management analyst, as well as a necessary skill for many other positions.


Sharing assessment & grading strategies that help students learn
Because Assessment FOR Learning principles are the basic principles of how people learn anything - from learning to walk to doing Algebra or from driving a car to writing an essay - I often find examples of AFL in everyday life. Here's an example I came across when reading the November 17, 2014, issue of Sports Illustrated.
Grant Wahl wrote an article entitled, The Toast of Munich, about Bayern Munich, one of Europe's great soccer clubs. In writing about their relatively new manager, Pep Guardiola, Wahl says the manager demands players perfect their skills. Specifically, he states that Guardiola "has been known to dedicate large portions of practice teaching world champions the basic technique of passing."
I love the image of the world's best soccer players focusing on the same basic techniques that my 7th grade daughter works on with her soccer team. You never get too good to practice the basics and receive feedback from a coach.
Doesn't the same principle apply to the classroom? All students need classroom coaches who constantly drill them on the basics. Algebra 2 students still need to work on numeracy skills. English 11 students still need to work on grammar and structure. Senior Government students still need to work on basic vocabulary. AP Chemistry students still need to work on the applying the scientific method.
Practice. Receive feedback. Practice. Receive feedback. Practice. Receive feedback.
This is the recipe for a great athletic team AND the recipe for a great learning environment. This is Assessment FOR Learning.


The Sheep lesson & activity plan is an excellent music class for the spring time or at any other time of year, with plenty of opportunity for exploring rhythm, singing and developing the imagination.
The Sheep lesson plan focuses on:
- Learning solfege (Mi-Re-Do) with chime bars or resonator bells
- Playing a variety of percussion instruments, recognising the steady beat and the rhythm.
- Listening skills, remembering patterns and echoing rhythms
- Singing together with rhythmic actions – speech development, story telling and motor skills
- Social skills; working in a group, following instructions and building confidence
- Imaginative movement to music and role play.
Children up to 7 years of age will love learning to play the chime bars and enjoy the rhythm game and circle games, while toddlers from 18 months are able to take part in most of these activities with a little extra help. This lesson is suitable for children of 18 months – 7 years old and it is 15 pages long with 7 printables included.
These plans are not intended to read as a script, as everyone will have their own teaching style. More, I hope that they will provide you with in-depth guidance for a number of related activities that I have found in my years of teaching to be particularly effective and engaging combinations.
“I have purchased every lesson you have available and LOVE them all!! I lead music classes for toddlers and preschoolers and I love how each of your lessons builds on each other. They are easy to adapt for the different ages. The parents of my students love that their kids are learning early music education while having a blast and that the kids go home and sing and stomp out rhythms. I would highly recommend your plans to everyone. And I look forward to seeing the other lessons.”


Stop Obsessing Over Talent – Everyone Can Sing
Soon after joining, Zsófi is told by her teacher Erika not to sing, but only mouth the words. On the face of it, she accepts her teacher’s request stoically. But later in the movie, her anguish and pain become obvious, when she reluctantly tells her best friend what happened.
The movie goes on to reveal that Zsófi isn’t the only choir member who has been given these hurtful instructions. The choir teacher’s defense is, “If everybody sings we can’t be the best.”
I have been a professor of music education for the past 28 years, and I wish I could say that the story of a music teacher asking a student not to sing is unusual. Unfortunately, I have heard the story many times.
In fact, research shows that many adults who think of themselves as “unmusical” were told as children that they couldn’t or shouldn’t sing by teachers and family members.
All children are musical
However, as they get older, some children begin to get messages from peers, family members, the media and (unfortunately) music teachers that they may not be very musical – that they don’t have “talent.”
The ‘talent’ mindset
Shows like “American Idol” have promoted the notion that singing is a rare ability reserved for the talented few, and that those without such talent entertain us only by being ridiculed and weeded out.
This “talent mindset” of music runs counter to what psychologist Carol Dweck calls the “growth mindset” that is considered critical for learning: Students who view their success as a result of hard work will persevere through challenges, while students who believe their success lies with some innate ability – like “talent” – are more likely to give up.
My own research found that if children have a negative view of themselves as singers, they are much less likely to participate in music of any kind.
These self-perceptions of a lack of musical talent can then become a self-fulfilling prophecy. Research shows that adults who dropped out of music as children may lose their singing skills through lack of use and opportunity.
Kids who love music but do not think of themselves as musical could miss out on many of the social and cognitive benefits of music participation, on the experience of feeling connected to others through song. These benefits have nothing to do with talent.
Get children singing
How can we send children the message that singing is for everyone? I argue that change could begin both at home and at school.
For example, if you are a parent, you could sing the music you loved growing up and not worry about how good you sound. Having an adult in the home committed to music and singing without shame may be the most powerful influence on a child. You could sing with your kids from the time they are little, sing with the radio, sing in the car or sing at the dinner table.
As for my fellow music teachers, I ask that you encourage all of the children in your classrooms, schools and communities to sing whenever and wherever they get a chance. The sad truth is, when we, the musical experts, discourage a child from singing, it can deliver a fatal blow to the child’s musical self-image.
Music teachers need to teach in a climate of collaboration and participation where all voices are heard and valued – not one of audition and competition where only the best can sing.
The movie “Sing” is actually titled “Mindenki” in Hungarian, which means “Everybody.” That’s the uplifting message that Zsófi and her choir mates teach Miss Erika in the end. Singing is not reserved for the few: Either everybody sings or nobody should.
This article was updated with a different photo on March 21, 2017.


Music at St Anne’s and St Joseph’s RC Primary School.
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.
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 inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
In order to do this successfully there are many resources used in school to support the teaching, learning and enjoyment of music. Our school uses the ‘Charanga’ website and its’ resources to teach music throughout school. This fantastic resource covers all expected areas of the National Curriculum as stated above and uses visual and interactive resources to support the teaching of music in schools. School also subscribes to the ‘Singup’ website from which a multitude of songs can be accessed to enhance our themes taught in school.
School also has strong links with the Lancashire Music Team and peripatetic learning takes place in school for both guitar and piano. This is a fantastic resource for any pupils wishing to learn an instrument which parents can access via the Music hub website.
We also have a growing school band who meet each Monday afternoon with Mike from the Rock steady organisation. They perform regularly in performances for their peers and families and are a huge success
Our school choir meets each Thursday after school and is predominantly made up of KS2 pupils, with Year 2 pupils invite along in the Summer term. We perform in various settings over the school year from Mount Carmel, our link High School, at Christmas time, Accrington Market Hall and Town Hall to King George’s Hall in Blackburn for the yearly ‘Sing together’ event. We also regularly perform in Church and assemblies at school.
Music provides an opportunity for our pupils to perform with their peers and during musical concerts, school productions and whole school shared worship, the joy of music enhances themes, promotes creativity and celebrates talents.


ERIC Number: ED399174
Record Type: RIE
Publication Date: 1996
Secret Formulas. GEMS Teacher's Guide.
Tilley, Rebecca; Willard, Carolyn
This teacher's guide features step-by-step instructions for activities that use easily-obtained and inexpensive materials as well as background information, literature connections, and assessment ideas. The unit allows students the opportunity to focus on observing and describing the properties and attributes of substances. In these activities, young students become laboratory scientists and creative inventors as they make their own paste, toothpaste, cola, and ice cream. In the case of each product, they follow the same sequence of science processes: they study the attributes of the product, test its ingredients, and then mix the ingredients to create their own personal secret formula. The activities give students the repeated opportunities they need to understand and begin to use the concept of cause and effect in their investigations. The activities are designed to foster the following skills: observing, comparing, mixing, measuring, calculating, describing, communicating, cooperating, predicting, recording data, inventing, drawing conclusions, and logical thinking. (JRH)
Descriptors: Elementary Education, Hands on Science, Investigations, Mathematical Concepts, Science Activities, Science Process Skills, Scientific Concepts
GEMS (Great Explorations in Math and Science), University of California, Berkeley, Lawrence Hall of Science
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Sponsor: Andrew W. Mellon Foundation, New York, NY.; Carnegie Corp. of New York, NY.
Authoring Institution: California Univ., Berkeley. Lawrence Hall of Science.


The Dynamic Duo: Phonics and Sight Words
Over the past decade educators and experts have analyzed various methods used to teach reading. Today most teachers and reading experts recommend an approach that contains five essential elements. Phonics and word study are one of the five key areas of reading instruction. This area focuses on decoding with phonics and recognition of irregular words (sight words). While these skills alone will not result in a great reader, they are the necessary building blocks. These two approaches complement each other and are usually developed on parallel tracks during the learn to read years, e.g., beginning in pre-school or kindergarten and continuing through 3rd grade.
The goal of frequent interaction with sight words, sometimes referred to as high frequency or irregular words, is to enable beginning readers to recognize certain high frequency and common phonetically irregular words instantaneously. Instant recognition of the most common words increases reading speed and fluency, while providing the confidence to successfully develop other reading skills. As noted by the National Institute for Literacy, “having a bank of sight words releases a reader’s attention needed for comprehension and for figuring out more difficult and less frequent words.”
Phonics, also known as word analysis or decoding, is the process of using letter patterns to figure out (decode) unfamiliar words. Phonics focuses on teaching beginner readers specific letters and recurring patterns and their related sounds to foster quick and accurate recognition of less familiar words. As readers progress in their phonic skills, they learn the meanings and spellings of prefixes, root words, and suffixes. While phonics instruction promotes recognition of unfamiliar words, it is also “effective in helping beginning readers learn to read with understanding.” (National Institute for Literacy).


“Of moral purpose I see no trace in Nature. That is an article of exclusively human manufacture – and very much to our credit,” said T H Huxley, scientist, educator, and supporter of Charles Darwin’s ideas on evolution and natural selection. Huxley coined the word “agnostic” to describe his position on knowledge and religious belief – that one cannot, and should not claim to, know things for which one there is no evidence.
Many people say we simply do not have the knowledge to answer some deep questions with any certainty. They call themselves “agnostics”. This is a fairly new word in the English language and was coined by T H Huxley to express his view that “it is wrong for a man to say that he is certain of the objective truth of any proposition unless he can produce evidence which logically justifies that certainty.” and that one should adopt an “agnostic” (literally “without knowledge”) position on things which one cannot know (which would include most religious beliefs). Huxley lost his religious faith as a young man, denied that Christianity had a monopoly on morality, and thought that agnosticism was an honest and honourable way of looking at the world:
“In matters of the intellect, follow your reason as far as it will take you, without regard to any other considerations…do not pretend that conclusions are certain which are not demonstrated or demonstrable. That I take to be the agnostic faith, which if any man keep whole and undefiled, he shall not be ashamed to look the universe in the face…”
Huxley was a scientist and educator, and saw that doubt or agnosticism was the starting point for progress in human knowledge; he said he was “inclined to think that not far from the invention of fire must rank the invention of doubt.” Largely self-educated and very hard-working, Huxley began his scientific career as a doctor, studied marine life on his voyages as a naval surgeon, and on his return to England, became a science lecturer. He was elected a Fellow of the Royal Society in 1851. As a scientist he saw the importance of Darwin’s On the Origin of Species – his ideas on human evolution struck Huxley “like a flash of light on a dark night.” Darwin sent him an advance copy, and when Huxley first read it, his reaction was, “How exceedingly stupid not to have thought of that.” Like many of the best ideas, evolution by natural selection seemed obvious once someone had thought of it.
But it was not obvious to everyone, and Huxley was much more combative than Darwin in defending it from the attacks of conservative thinkers and those who thought Darwin’s ideas heretical (he was sometimes called “Darwin’s Bulldog”). One of his most famous defences took place in a debate with Bishop Wilberforce at Oxford University in 1860. When the bishop sarcastically asked Huxley if he was descended from an ape “on his grandmother’s side of the family or on his grandfather’s”, Huxley replied: “If the question is put to me, ’would I rather have a miserable ape for a grandfather, or a man highly endowed by nature and possessed of great means and influence, and yet who employs these faculties and that influence for the mere purpose of introducing ridicule into scientific discussion?”- I unhesitatingly affirm my preference for the ape.”
Huxley played an important part in the transformation of the Royal School of Mines, which gave him his first lecturing post, into Imperial College, which specialised in educating scientists and engineers, and in creating the University of London. Huxley wanted to see science brought together with industry and used to solve human problems such as overpopulation and hunger. He was also interested in elementary education, and was elected to the London School Board, where he worked to give ordinary people a decent education. He began the first proper training courses for science teachers.
He was happily married and had many children and grandchildren, amongst them Julian Huxley, who wrote, “He was a great example to me.” When he was dying, his family intercepted letters form religious people saying they were glad he was dying and that he would be going to Hell. He was buried without religious ceremony.


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.


Reach Out and Read Wisconsin Fourth Annual Meeting (2015)
Research shows that the two things that parents can do to promote optimal development in their infants/toddlers is regular bedtimes and daily reading. Only one third of our states at risk children are being read to on a regular basis. Nationally, 34% of children start kindergartners without the language skills they need to be able to learn to read. Wisconsin has the worst disparity rates in educational achievements of any state in the nation.
This is the Fourth Annual Meeting for Reach Out and Read Wisconsin, the state coalition of the national, evidence-based early literacy program. We seek to further educate our providers (from our 146 programs throughout the state located in pediatric and family medicine clinics) on the issues of early brain and child development, literacy development, and to enhance their clinical skills in engaging with families.
Learning to read is a life-long skill which impacts school performance, positive community engagement, employability and life-long health. When medical providers understand that future reading success is directly linked to age appropriate infant and toddler language development, they will be better equipped to capitalize on the unique role and potential impact they can have in this crucial area.
Our program is aimed at doctors whose clinics participate or are in application with the national, evidence-based early literacy program Reach Out and Read. We aim to deepen their knowledge and thought processes around the well-child visit, language development and early brain development, strengthen their relationships (and impact) with their patients’ parents through learning motivational interview techniques.
The Medical College of Wisconsin is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
The Medical College of Wisconsin designates this live activity for a maximum of 5.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
The Medical College of Wisconsin designates this activity for up to 5.0 hours of participation for continuing education for allied health professionals.
Medical providers (and other staff) at pediatric and family medicine clinics who provide Reach Out and Read early literacy services, or are in application to develop a Reach Out and Read program.
- Understand how being read to impacts brain activity in a child.
- Utilize motivational interviewing techniques to positively impact the quality and quantity of time parents spend reading with their children
- Describe three ways to discern a high-quality children’s book (used during the exam room interaction and for families to take home) for three age groups: infants, toddlers and preschoolers.
Karin Mahony, MEd, MSW (Activity Director & Speaker)
Susan Krasovich, MD
Wendy Molaska, MD
Dipesh Navsaria, MPH, MSLIS, MD (Planner & Speaker)
Allie Ceranske, Children’s Health Alliance program coordinator
Blaine Conlet, RN
Jon Fricke, UW Madison, Medical Student
Paul Grossberg, MD
John Hutton, MD, FAAP
Andrea Miller, MD
Heather Smaby, UW Madison, Medical Student
Terra Thimm, UW Madison, Medical Student
- 5.00 AMA PRA Category 1 Credit(s)™AMA PRA Category 1 Credit(s)™
- 5.00 Hours of ParticipationHours of Participation credit.


The Benefits of Music
The benefits of learning music and especially a string instrument, are well known. Talk to any family, where kids were exposed to music, and they will tell you how important was that exposure. Nevertheless, as scientific research increases our understanding of how the mind and body work, an astonishing number of findings have revealed more than ever, the benefits of learning music for both children and adults.
Below are a series of articles and studies that show some of the benefits of learning music. Many talk about the brain and its development, although the fact of exposing your kid to beauty, in my opinion, could be the most important benefit.
Music and the Brain
Musical experiences in childhood can actually accelerate brain development, particularly in the areas of language acquisition and reading skills. According to the National Association of Music Merchants Foundation (NAMM Foundation), learning to play an instrument can improve mathematical learning and even increase SAT scores.
But academic achievement isn’t the only benefit of music education and exposure. Music ignites all areas of child development and skills for school readiness, including intellectual, social-emotional, motor, language, and overall literacy. It helps the body and the mind work together. Exposing children to music during early development helps them learn the sounds and meanings of words. Dancing to music helps children build motor skills while allowing them to practice self-expression. For children and adults, music helps strengthen memory skills.
University of Southern California’s Brain and Creativity Institute, 2016
"Enhanced sensory connections translate into improved comprehension, language, and brain functions. The simple fact that you must engage your physical, mental, and auditory abilities when you’re learning violin stimulates increases cognitive activity."
Dr. Gottfried Schlaug PhD
Harvard Medical School
"Nothing activates the brain so extensively as music"
Oliver Sacks, M.D.,
Neurologist and author of Musicophilia
"A child’s active engagement in music can have many positive effects, including:
Perceptual, language and literacy skills
Attention and concentration
Physical development and health"
Child Development Institute


A uniform approach to presenting the units of study not only makes sense, but helps reinforce learning. A common mode of organization is a hierarchical module—sections—lessons—supportive activities approach. Within each learning activity, uniformity also helps to guide students through the content (Kaminski & Currie, 2008, as quoted in “Blended Content and Assignments,” Ch.4, BlendKit Reader, 2nd ed., ed: Kevin Thompson, Ed.D.)
When I read this quote in the Week 4 readings for the BlendKit2015 course, I took it to mean “theme-based” approach to learning. I whole-heartedly support theme-based approach to teaching as I see how easily it is to incorporate different learning styles and levels within one theme. My field is in ESL, and presenting material according to themes is one of the best ways to help learners achieve the language they need to progress along the continuum of language learning.
As with any course, in language learning there are certain skills that must be learned before others can be addressed. For example: students can not learn about the future perfect if they don’t understand the simple present and simple past. A teacher could try to teach the class the higher level skills without the foundational skills; however, that would be an exercise in frustration on both the part of the teacher and the learners.
Adopting a theme and basing the skills to be taught around that theme allows for any level of learner to gain the skills they need at the point on the continuum where they are. By this I mean that one theme could be used in a beginner class and that same theme could be used in an advanced class. For many language instructors, there’s a wide combination of skill levels within one class, and a theme-based approach allows the instructor to address all the levels. It’s the skills within the theme that determine the level of teaching, not the theme itself.
Furthermore, the theme-based approach allows a smooth and easy integration of technology. Within chapter four of the BlendKit Reader, the authors provided a table (“Table 2: Learning activity types with technology-integration ideas,” adapted from Littlejohn & Pegler, 2007, based it on Laurillard’s Conversational Model) showing examples of learning activity types and the technology that could be used to integrate the learning within a blended course. Integrating this chart into my theme-based teaching approach will greatly contribute to my ability to address different learning styles and maintain interests and motivation in the skills being taught.
One thought to be extremely mindful of when integrating technology into any approach is the fact that, “Online technologies can be useful, but they introduce even more variables.” (“Blended Content and Assignments,” Ch.4, BlendKit Reader, 2nd ed., ed: Kevin Thompson, Ed.D.). Some of the technological examples given in Table 2, such as “Second Life,” have value only if they do not increase the barriers for the learners. For ESL learners, a tool like “Second Life” would require another set of skills to be addressed first before students could even use the technology, and, ultimately, would not contribute much to their actual learning of the language.
As with any tool or resource, the instructor needs to ask, “How much will this enhance the learners’ knowledge and skill levels?” and “How much scaffolding is required before this tool or resource could be effectively used by the learners?” If the scaffolding outweighs the benefits, the tool or resource is not appropriate.


03 Dec Pandemic Widens Racial Disparities for Students in the Washington Metro Region
The verdict is clear: Black & brown children are failing school at an alarming rate during the pandemic.
There has been an 83% increase in F grades for children ages 11-18 in Fairfax County Public Schools since the beginning of online learning in March. In Washington DC, the number of kindergartners meeting literacy targets has plummeted 11% since last year. This could lead to thousands of students being held back for a year or more.
Despite these troubling statistics, music education has demonstrated its positive effects on students of color, helping them to thrive in virtual learning environments. Music education motivates students by requiring them to use their creativity and listening skills to complete assignments.
“My first thought when I found out we would be attending music classes virtually is that I didn’t really like it, but virtual learning at The MusicianShip has improved my music skills by encouraging me to participate and be comfortable showing my own voice!”- Khloe, a 14-year-old student at The MusicianShip
By pledging to become a $25 Leadership monthly giver, you will help prevent a child from being left behind due to the COVID-19 pandemic
Your gift will go towards things like…
- Rental of a musical instrument for an entire year
- Cleaning supplies for the instrument
- Virtual field trips, which includes an artist performance, class, and feedback with youth and their families
For children like Khloe, access to music classes can be the difference between excelling in school or being a generation lost to the pandemic.


143 pages, by Gordon T. McClelland and Austin D. McClelland
164 illustrations, 9.25 x 12.25 jumbo hardcover - $30.00
This book commemorates the life and art of Ken Potter, one of the premier California Style watercolor artists of the 20th Century. The first half of the book is an illustrated biography which chronologically documents the progress of his art career. The last half of the book focuses on the subject matter he chose to paint and the different approaches he developed to express himself.
Potter was a native Californian and lived most of his life in the San Francisco area. He grew up during the Great Depression and eventually served in the Marine Corps during World War Two. In the late 1940s he attended the San Francisco Academy of Art. In the early 1950s, he continued his art education in Paris, where he studied with Cubist masters Jean Metzinger, Albert Gliezes, and Fernand Leger.
After spending time in Europe, New York City, and Rio de Janeiro, he returned to Northern California where he settled. There he built a reputation as a professional American watercolor painter and as an inspiring teacher of art.
Through the years, Potter developed a unique abstract style. His compositions were often based on his interest in Cubism, while his color pallet showed his interest in Fauvism. The compositional elements of his works were very carefully planned and structured, while the actual painting process was very spontaneous, direct, and experimental.
His works were exhibited extensively on the West Coast and in select exhibitions throughout America and Europe. Potter was a signature member of the American Watercolor Society, past President of the West Coast Watercolor Society. Additionally Potter was an active member of the Society of Western Artists, Marin Society of Artists, and East Bay Art Association.
California Watercolor - California Art Books