Activities for ages 3 to 8.
Do some of your students struggle to read but you’re not sure how to help?
Have you ever imagined having an easy cheat sheet for picking “just right” reading lessons for every student in class?
Whether you need a quick reference to help you plan your reading group instruction or you’re not sure how to help one of your struggling readers, these free reading cheat sheets will help point you in the right direction.
Just grab your copy (below) and print them on plain white paper or color code them by printing on bright neon.
Then slide them into your guided reading binder so you can pull them out quickly when you need them.
If your students are building foundational skills, work your way through the list of pre-reading lessons including picking a “just right” book, finding a good reading spot that’s free from distractions and reading the whole time – instead of wandering to the bathroom, talking with a friend, or staring at the wall. 😉
If you notice kids are making mistakes as they read, pull out the accuracy page for a list of lesson ideas.
Options include teaching students how to connect books with their own life, making predictions about what is going to happen next and revising their guesses as they go along.
When you have children who need to work on reading more quickly, grab the fluency page for inspiration.
Show them how to read strings of 2 to 5 sight words fluently, hone in on tricky spelling patterns like digraphs and have them reread to build their speed.
And last but not least, when students need to practice reading comprehension, show them how to think from different characters’ points of view or retell what happened in the beginning, middle and end.
Grab Your Free Copy
Save tons of time differentiating your reading lessons and click the blue download button below to grab our free reading cheat sheets and then join the waitlist for The Reading Roadmap so you can get EVERY student bigger reading results!


Online math games, activities, and thinking involving first graders.
February 19, 2020
In her presentation “Cognition and Early Childhood Numeracy: How Number Concepts are Built and Why Input Matters,” Kelly Mix bridged research and practice in her discussion of math language and learning.
At Promising Math 2019, Kelly Mix gave a talk about how language promotes the development of numerical cognition in young children. Dr. Mix is the Chair of the Human Development and Quantitative Methodologies department at the University of Maryland.
In this lesson launch, we see a third-grade teacher using reading comprehension strategies to help children understand a math story problem using a Three Reads strategy.
Early Mathematics Learning in Family and Community Contexts was the 2019 topic of the Promising Math biennial conference. Framing the event were three plenary presentations that brought cognitive, contextual, and collaborative lenses to the topic.…
Omo Moses, founder of MathTalk, and his colleague, Keith Griffin discuss how they connected over basketball and went on to find local, culturally-relevant ways to engage families in math learning in their own neighborhood.
The math story this second grader solves is a change unknown story. There was a full carton of a dozen eggs but some were eaten, leaving only 3 eggs. After making sense of the problem, the child uses a counting up strategy to figure it out.
A second-grade student solves a variety of addition and subtraction math stories. Using his fingers as math tools, he is able to solve the stories, even as what is known or unknown shifts.
A second-grader works on basic number combinations as we see him playing a comparison card game, Capture It. He is accurate when comparing sums but is still developing his efficiency and flexibility, key indications of fluency.
There are all kinds of things to count in pre-k to second grade classrooms. Counting Collections is an activity that develops the Big Ideas of number sense and counting, such as cardinality, one-to-one correspondence, and unitizing.
Books, games, and routines are a natural entry point for math fun in the early years. A new book tells how to tap into children's curiosity to explore the math that is found in everyday life and in play.


Sometimes the smallest change can make a huge difference, especially in education. Things such as greeting students individually upon arrival at school can set the tone for the entire day. Small changes in habitual behaviours can improve communication and relationships with students.
Over the last few months I’ve been reading the work of Michael Bungay Stanier. Most recently I’ve been reading “The Coaching Habit: Say Less, Ask More and Change the Way You Lead Forever”. I admit, that at first blush, it doesn’t sound as though this book has much relevance to elementary education. However, as I was reading I kept making connections to communicating with students more effectively to encourage independence. As learning becomes more inquiry based in many classrooms, teachers are having to move into more of a coaching role. I think that the education sector as a whole has made some assumptions that teachers know how to be effective coaches and facilitators. In my own teaching practice, there has been a huge learning curve. Teaching through inquiry isn’t about leaving students to their own devices. Students generally aren’t familiar with the curriculum and other than being children, they aren’t experts on child development. Educators have to be guides for student learning. But what exactly does that mean and how do we transition to this type of teaching?
For me the biggest change and challenge in becoming more of a guide in my classroom was talking less and letting the students do the learning. I am a problem solver, helper and rescuer and I’m sure many teachers can relate, which is why it is so hard to be quiet and back off. I’ve also learned that asking questions might be easy, but asking effective questions is a skill for teachers and students alike.
So what did I learn from a “coaching” book that might help a classroom teacher? Keep in mind, these examples might be better suited for the older grades. You might need to keep it a bit more simple for Kindergarten. However, in most cases, better questions get better answers. Here are some examples:
A student comes in from recess and is visibly upset. Instead of asking, “What’s wrong? Did something happen at recess? Can I help?” Try asking just one question, “What’s on your mind?” and then be quiet and listen. The question “What’s on your mind?” is a focused question and invites someone to get into the heart of the matter. Sometimes all that is needed is a venting session and the child feels better. You don’t always have to be a rescuer or problem solver. Most of the time, kids just want to be heard.
Normally in a situation like this I’ll ask, “Can I help?’ or “Would you like some help?” However, the small change to “HOW can I help?” helps the student to articulate their request. In addition, it gives them the opportunity to identify the solution and not have the adult jump in to solve things for them.
Tweaking the questions that we ask could improve communication and lead to more effective answers. In addition, asking focused questions could empower students and lead to more independence. Michael’s work and questioning techniques are helpful for dealing with the people in your workplace. You can sign up for Michael Bungay Stanier’s “The Coaching Habit” Podcast online and find other great coaching resources at Box of Crayons .


Archduchess Leopoldine was an exceptional child who did not at all fit the standard ideas of what a princess should be: she was much more interested in mineralogy and intellectual pursuits than in the common preoccupation with outward appearances of society life.
The educational principles of Leopold II.
After making a thorough study of the child’s character, one must begin by trying to educate it in accordance with its own tendencies, but it is most important to gain the child’s trust, to encourage it to be honest and open, and to instil in it a revulsion for lying, duplicity, deceit and gossip. One must teach it the only passion which it must have, a passion for humanity, for compassion and for the desire to make the people happy.
Leopoldine Josepha Carolina was born on Sunday, 22 January 1797. She was the fifth child of Emperor Franz II (I) and Maria Theresa of Naples and Sicily. She was raised in accordance with the educational principles laid down by her grandfather, Emperor Leopold II. Out of these grew the principles that she wrote as a handwriting exercise at the age of nine: ‘Unterdrücke die Armen nicht. Sey mildtätig. Murre nicht über die Schickung Gottes, sondern bessere deine Sitten. Ernstlich müssen wir uns bestreben gut zu seyn.’ (‘Do not oppress the poor. Be charitable. Do not complain about what God has given you, but improve your habits. We must strive earnestly to be good.’)
Her elementary education followed the normal educational programme for daughters of the house of Habsburg: lessons in French, Latin, drawing, piano, riding and shooting. Leopoldine’s mother, Maria Theresa, was a soprano who sang masses by Joseph Haydn, and Leopoldine met Johann Wolfgang von Goethe when she was in Carlsbad with her stepmother, Maria Ludovica, in 1810 and 1812. Leopoldine was especially interested in the natural sciences, and was particularly enthusiastic about botany and, above all, mineralogy.
The tropics, which were at the time the subject of much scientific research, particularly attracted her, but in her home city of Vienna her only contact with foreign lands was through the menagerie and botanical collections at Schönbrunn. It is appealing to imagine that as a child, Leopoldine’s first impressions of the fantastic magical world of the tropics were gained here in the Bergl Rooms at Schönbrunn Palace.
The formation of her character was guided by the educational principles of the Habsburgs: discipline, piety and a sense of duty.
In addition to this, three particular events had a marked effect on the character development of Leopoldine: In April 1807 her mother, Maria Theresa, died. Nine months later Emperor Franz took Maria Ludovica d’ Este as his third wife. This ‘beloved second mother’ became Leopoldine’s spiritual mother in the best possible sense. Then, after losing the war against Napoleon (Battle of Wagram, July 1809), Emperor Franz I agreed to the marriage between Marie Louise, Leopoldine’s sister, and ‘the archenemy of the Habsburgs’, Napoleon Bonaparte. The fact that her father had been willing to accept the ‘monster Napoleon’ as his son-in-law upset Leopoldine deeply.


ZenCAD Science For Kids
Let young minds explore science in a fun way!
ZenCAD Science For Kids is a series of Science workshops for children from ages 3 to 17. In our workshops, children will learn science through hands-on experiments, where they will learn to try new things and test their own ideas.
In our workshops, children will learn science through hands-on experiments, where they will learn to try new things and test their own ideas based on STEAM concepts.
Children will learn science through the three E’s:
Science is best learnt through experiments! Children should not be learning based on instructions. Children are encouraged to experiment by testing out different ideas – so they can learn what works, which ways better, and why some ways don’t work.
The best way to learn is through hands-on experience! While it is important to learn theory, concepts are best remembered by experiencing them.
By getting very hands-on, children are engaged and invested in what they are doing. Learning always happens when children are having fun. Plus, this engages their three ways of learning – visual, audio, and kinaesthetic.
ZenCAD Science Workshops
We believe that learning is most effective when it’s fun!
Our workshops are designed as series for continuous learning, and to provide opportunities for students to apply what they have learnt.
What some of our students and parents say!
My 11 years old daughter love the program, she has been encouraged to speak in English and always ask me the next schedule.
Mother of Si Shuen and Jing Shi
Such a good program and my boys super excited about the program.Very interactive and easy for them to understand as they need to do their own prototype.
Well done Sze Yen!
Mother of Adam and Alif Aswad
A well designed and fun workshop for kids to learn science concepts..my daughter Samantha attended the class and enjoyed it so much, a great workshop for kids.
Father of Samantha Pong
We work with learning centres to offer our science workshop.
Here are some of our partners.
Whizkidz Learning House
2-23 Block B, Pelangi Square, Persiaran Surian, 47800 Petalig Jaya
26, Jalan 19/31, 46300 Petaling Jaya
Call us at Drop us a message and we will contact you within 3 working days!


Department for Education
Increase in EBacc entries as modern foreign languages rise
Third consecutive increase in EBacc subject entries as modern foreign languages rise
The number of entries to EBacc subjects at GCSE has increased for the third year in a row, meaning more pupils are leaving school equipped with the core knowledge and skills parents expect.
Provisional data for England shows that a rise in the number of entries to modern foreign languages (MFL) – specifically a 10% rise in Spanish and 4% in French – is contributing to an overall increase in entries to core academic subjects at GCSE. The rise in EBacc entries is also driven in part by an increase in entries to the sciences.
The data, published by Ofqual today, provides yet more evidence of this government’s efforts to halt the decline in the uptake of languages since they became optional at key stage 4 in 2004.
The increase in EBacc and MFL entries comes alongside an overall increase of 3% in entries to GCSE arts subjects. The increase includes rises in art and design subjects and performing and expressive arts, demonstrating focus on core academic subjects does not come at the expense of important cultural education.
At A Level, biology, chemistry, physics and computing all showed increases, along with Spanish.
Today’s data shows a total of 5.19million GCSE entries this year – a slight increase on the 5.14million entries in 2018 – while entries to A Level remained broadly stable at around 746,000, down from 760,000 last year.
School Standards Minister Nick Gibb said:
It’s important that young people leave school prepared for life in modern Britain and with the widest set of options available to them. Core academic subjects, such as English, maths, science and foreign languages are key to making that a reality.
Today’s data shows that following our reforms, those GCSEs are becoming increasingly popular among young people. We know parents place great importance on these subjects, so with 4.2million entries to GCSEs in EBacc subjects this summer, both parents and employers can be confident that our schools are providing pupils with the strongest possible foundation.
It is particularly pleasing to see an overall increase in entries to GCSE arts subjects, including a 9% increase in entries to art and design subjects. The arts are an important part of the curriculum, and I know the best schools combine a rich cultural education with excellence in core subjects.
Polling shows parents place greater importance on core academic subjects such as English, maths, science, humanities and languages, aligning with those subjects that have seen increases in this year’s GCSE entries and demonstrating the value of the EBacc.
Today’s data also shows:
- Increases of 8% and 9% in entries to GCSE and A Level computing, respectively;
- Increases of 9% in entries to A Level biology and chemistry and 3% to A Level physics; and
- 15,000 more entries to GCSE art and design subjects.
Pupils across the country are currently sitting their A Levels and GCSEs, with results days on 15 and 22 August respectively.
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Families encouraged to support children’s literacy and language skills from the home.
Department for Education ministerial portfolios confirmed18/02/2020 13:10:00
The Department for Education yesterday (17 February) announced its ministerial team’s portfolios.
Further crackdown on illegal schools14/02/2020 12:05:00
Measures set out to make sure no child is educated in potentially unsafe or dangerous, illegal settings.
Plans to remove funding for courses with low student numbers13/02/2020 14:05:00
Qualifications with low or no enrolments could see funding withdrawn in drive to level up skills and opportunities.
Strict new measures to protect vulnerable children in care12/02/2020 12:10:00
Ban on under-16s being placed in unregulated accommodation, consultation proposes.
New National Plan to shape the future of music education10/02/2020 15:10:00
Music industry experts will help shape the future of music education, as the Government sets to refresh the blueprint that promotes equal music opportunities


A BIG HAPPY BIRTHDAY toReda, Fiona & Isaac!!!
Look at what we have been up to the past month!
Children have been discussing their holidays and sharing their experiences with their peers. Educators have made a project based on holidays. A common place visited was the beach. Children explored the beach table set up with different beach animals and shells. They have made the sun out of paper mache and set up beach scenery with kinetic sand and a beach towel.
UP COMING EVENTS
Australia Day 26th January 2014Little Leaders will be closed this Australia Day Public Holiday and will return Tuesday 27th as normal. Apologies for any inconvenience.
What are you doing to celebrate Australia Day this year?
People across this great land do things from go to the beach, have a BBQ, toad jumping races, sing the National anthem, but to many January 26 is anything but a time to celebrate, it is a time to mourn.
To many Aboriginal Australians there is little to celebrate and it is a commemoration of a deep loss. Loss of their sovereign rights to their land, loss of family, loss of the right to practice their culture.
“Australia Day is 26 January, a date whose only significance is to mark the coming to Australia of the white people in 1788. It’s not a date that is particularly pleasing for Aborigines,” says Aboriginal activist Michael Mansell . “The British were armed to the teeth and from the moment they stepped foot on our country, the slaughter and dispossession of Aborigines began.”
Some Aboriginal people call it ‘Invasion Day’, ‘Day of Mourning’, ‘Survival Day’ or, since 2006, ‘Aboriginal Sovereignty Day’. The latter name reflects that all Aboriginal nations are sovereign and should be united in the continuous fight for their rights.
It is important to understand that while some may celebrate others may mourn.
- Apology Anniversary 13th
- Chinese New Year 19th February
Slip, Slop, SlapThe weather is heating up and we are in the middle of summer. Little Leaders Early Learning Centre takes all precautions in ensuring all children are kept safe from the sun however we need your support. We would like to remind all families to ensure their child has a hat when coming to school, are wearing enclosed foot wear, have sleeved shirts and bring a water bottle.
- Nutrition, Health and Wellbeing
- Protective Care and Safety
- Provisions for Sick Children
- Family Involvement/Open Doors
- Staff Immunisation
- Staff Participation in Curriculum
- Food Safety and Nutrition
- Rest and Sleep
Please do not hesitate to speak to Zaynab or Joanne if you have any queries.
Interesting sites for families:
- Drowning is the number one cause of death for children under five. Drowning can occur quickly and quietly, without any warning noises.
- Bradbury Public School committed to providing opportunities for students to develop their skills in academic, creative and sporting pursuits. We value the importance of working with parents and caregivers in the education of their children.
- What better place to ‘grow’ special family memories than in a garden?
- K-10 Syllabus. This guide for parents is helpful in gaining understanding about what guides the primary school curriculum.
- Healthy kids NSW government website is full of information on healthy food ideas for children and much more.
Little Leaders ELC would like to acknowledge the Dharawal people who are the traditional custodians of this land. We would also like to pay respect to Elders both past and present of the Dharawal nation and extend that respect to other Aboriginal people.
WELCOME BACK! We would like to welcome back all our families and we hope everyone had a lovely and safe holiday. Please remember to sign your child in and out each day which they attend the centre.
Family Input: We would like to remind all parents that your opinions and feedback is very much appreciated by our centre. We believe that your beliefs, thoughts and ideas have a lot to offer our service. Please communicate your suggestions through the suggestion/communication book located in the foyer.
Hours of operation: As per our survey last month we will be closing at 5.30pm in 2015. We found 99% of families were happy with change. If this is of concern to you please see Zaynab or Joanne.
Australia Day 26th January 2014Little Leaders will be closed this Australia Day Public Holiday and will return Tuesday 27th as normal.Apologies for any inconvenience.
The Team at Little Leaders.


Martin Fautley (Birmingham City University), Pam Burnard and John Finney (Cambridge University), Pauline Adams (Institute of Education), Jonathan Savage (Manchester Metropolitan University).
- How can composers and teachers be supported to work most effectively together?
- How do professional composers make judgements about the quality of compositions and what are the indicators of progression? What correlation is there between these criteria and those of exam boards?
- What does creative progression look like – for example the difference between a Year 7 and a Year 9 composition – and how can we ensure progression within the secondary curriculum, particularly given the genre-based approach?
- What are the challenges around assessing creativity and how can students be supported to take risks, fail and experiment in a system where assessment is central?
To read more go to: http://www.bcu.ac.uk/research/stories/listen-imagine-compose
To read full REF report download the pdf: Birmingham City University – 25 – Creativity in Education
PhD student Shannon Ludgate of the School of Education talks about her research on children’s use of touchscreen technology. Shannon describes her research and what she hopes to achieve during the course of her PhD.
Martin Fautley, Professor of Education, Victoria Kinsella, Research Fellow in Education (Creativity), Phil Taylor, MA Education and Masters in Teaching and Learning Course Director, Jane O’Connor, Reader in Childhood Studies
The National Foundation for Youth Music has awarded grants to support 10 Exchanging Notes projects across England. Each project (a partnership between a school and specialist music provider) works with young people at risk of low attainment, disengagement, or educational exclusion to see how participation in regular music-making activities can enable achievement of musical, educational and wider outcomes. Researchers in the School of Education are supporting the project over a four-year period through the evaluation of the educational and musical outcomes of these new models.
Aim of research
This project aims to:
- See how participation in regular music-making activities can enable achievement of musical, educational and wider outcomes
- Explore these benefits across a variety of different musical approaches and styles
- Stimulate fresh thinking and support the aspirations set out in the National Plan for Music Education.
Read more here: http://www.bcu.ac.uk/research/stories/exchanging-notes
Dr Carolyn Blackburn, Research Fellow, Early Childhood Studies & Dr Merryl Harvey, Reader in Nursing
Aim of research
This study aims to explore the early care and education experiences of children born prematurely through reports from parents. Research questions include:
- What are the early social experiences of young children born prematurely (as reported by parents)?
- What are parents’ memories of their children’s developmental milestones?
- Where children are attending early years settings, what are parents experiences of this, were there any difficulties/problems in finding suitable childcare provision?
- What advice/support do early years workers need to support children born prematurely and their families?
Read more here: http://www.bcu.ac.uk/research/stories/born-early
Alex Kendall, Associate Dean of Research and Business Development, in partnership with: University of Beira Interior (Portugal), Capa Anatolio Teacher Training School (Turkey), National Institute for Training and Career Development in Education (Bulgaria), Novancia Business School Paris (France), University of Žilina (Slovakia).
Aims of research
PaCCT aimed to:
- achieve a better understanding of approaches to CPD in each of the countries
- identify and share examples of good practice
- develop a framework for effective practice


February is the National Children’s Dental Health Month; sponsored by the American Dental Association (ADA). The aim to set up this month as National children's Dental Month is to bring and increase the awareness about the importance of kids’ oral health.Taking good care of your teeth is very important along with learning how to keep your smiles strong and beautiful. You have to make sure that youbrush your teeth for the recommended two minutes. Sometimes we wonder whether it’s worth all the fuss to care for teeth that will soon fall out and be replaced with a permanent set, but those baby teeth matter!As per the experts; if kids lose their teeth prematurely, their enduring teeth can come in crooked or otherwise compromised. Having good teeth health can prevent you fromdeveloping cavities in your baby teeth; and this will almost always cause decay in your permanent teeth.
How to make your Dental Care Fun
Brushing can be excitingif you really understand the reasons behind caring for your teeth. You can get involved in some activities or sessions about teeth health. Get involved with your parents when they are attending some and start with simple science experiments ( this can't be with your teeth though), and learn from the visual aids which can help you understand about the dental care advocate.
Thankfully, the internet is overflowing with oral health resources for you. Among them; some of the best are:
The American Dental Association whichhas a slide of free dental care goodies that parents, teachers and dentists can use to capture kids’; this of coursewill also educate you on proper dental care. There are even activity sheets, lesson strategies,puzzles and games. You have an option to download the full packet in English here and even in Spanish. The internetis always there to help us to browse throughall of the National Children’s Dental Health Month resources.
While the National Education Associationoffers you a super set of dental-oriented science worksheets, which can be downloaded. The highlights include a dramatic display of an acid attack on bones (which are rich in calcium, just like teeth) this can help you to imagine what happens to yourteeth when you consume sweet foods and beverages.
There are many options to learn about your dental health, the Renaissance Dental presents a downloadable booklet of fun dental facts. This booklet helps you to find out about the warning for the super- sensitive: and few more facts that may seem a little gross (especially to grownups). But the fact to know is - on an average; your mouth is home to over 100,000,000 micro-creatures; which swim, feed, reproduce, and deposit the waste in your mouth. This makes you wantto brush your teeth daily in the morning... doesn’t it?
Well … yes, it does, but make a habit of brushing your teeth at leasttwo times a day... that means at the time before yougo to bed too.. and it also makes us want gargle with mouthwash.
Your parents are the best judges for your oral health. So you need to make sure you share everything about your teeth so that they can help you out when there is a need. We use our teeth to bite and chew up, but did you know dolphins only use their teeth to grasp? As Dolphins can’t chew, because dolphins’ jaws have no muscles.
The impact on learning
There is nodoubt that children and youth are experiencing oral health issues now and then; and are more likely to miss school because of their bad oral health. This makes them have a poor academic performance compared totheir peers. Studies show that at the school-age children and youth in the U.S. are missing 51 million hours of school each year due to dental health problems. These absences can mean behind critical learning time, particularly in the early grades when foundational skills are being developed.
Always remember that Prevention is the key
The good news is that when oral health troubles are treated and students are not experiencing pain, their learning and school attendance will improve. However, parents can help prevent cavities and promote good oral health by ensuring their children to:
- Brush their teeth after theirmeals
- Stop eating sweets after a meal vs. as a snack
- Get dental sealants as soon as their permanent teeth grow in
- Drink tap water
Tips for healthy teeth
1- Make sure your kid visits dentist by their 1st birthday
2- Brush teeth at least twice a day
3- Replace toothbrushesevery 3 months
6- Visit the dentist every 6 months
Happy National Children’s Dental Health Month!!!


The Vocab Blitz is a visual strategy used to teach concepts through the use of math vocabulary. Students answer deep questions about the relationship between words and math and earn tickets. They place these in the Raffle Jar, which we pick from on Fridays for a small prize. Math vocabulary just for the sake of knowing academic language is good, but the Vocab Blitz explicitly asks students to apply the terms, which allows me to build more rigorous questions and connect ideas (i.e. how volume connects to science). For example, by knowing what the dividend actually is, we have a shared language that we can use when trying to figure out if a problem is asking us to multiply or divide, and to connect to improper fractions' numerator when converting them.
Remedial small group instruction is a strategy used to address the needs of students who are behind. In order to support students in mastering foundational skills, I pull small groups of students who all require practice with a same skill. We go through a mini-lesson, sometimes using added supports like technology or manipulatives, working to master the skill and allow the student to fully access content taught to the whole group. This strategy is really important for my blended classroom, as I can thus deliver personalized lessons based on the skillsets that students have.
My students work independently and in groups using different learning modalities in my blended learning classroom every day. I have developed mechanisms that allow me to get the attention of the entire class when I need to make important announcements, clarify widespread misconceptions, or re-focus the class. Yo, Yo Class! is a call-and-response mechanism that allows me to get the attention of the class quickly. This strategy also taps into youth culture in order to instill a sense of ownership of the class among my students.
Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at his school. Check out how Stephen communicates and collaborates with both his colleagues at school and his students' families and how his methods of communication and collaboration have evolved over time.


For a long time, day cares, child cares or any preschool were considered as babysitting places for young children. We understand the need of having someone watch young children at the time that both parents need to work in this busy society, but, early childhood education has been advancing and proving how important it is to work with young children at early stages.
At the present time almost every daycare, childcare, or preschool has a curriculum to follow and a lesson plan to fulfill the day of our children.
“Children who receive sensitive care in their first three years, do better in academic tests in childhood, had healthier relationships and had greater academic attainment,” said a 2014 study by the University of Minnesota.
Children are sponges and they learn by interacting with others, even through play time, they are learning more than just play. The curriculum in place can help language and literacy development, math skills, social emotional development and much more.
Teachers take great pride in providing a nurturing environment for learning readiness, where children can prepare for academic achievement and lifelong success. Preschools are the foundation in a child’s development.
Preschools are more than babysitting, we are here to develop your little ones for a great life ahead.
Maria Dos Santos
Owner and Regional Director – My First Academy


Reading A-Z is a mega-site for all things reading, one of 7 amazing sister sites under Learning A-Z’s umbrella. (In a previous post, I described the abundance of useful features in Writing A-Z.) Reading A-Z just keeps getting better and better. It was launched in 2002 as a resource site for teachers with printable leveled books and a small selection of decodable books. Its expansion since then has been phenomenal. Reading A-Z continues to provide books, now more than 2500 (including English, Spanish and French versions) at 27 reading levels. But this site goes far beyond downloadable books. From the new project-based selections to tools for assessments, this site has a wealth of materials for individual and classroom use.
Considering the breadth of resources provided, Reading A-Z is extremely well organized. I decided to use screen shots instead of words to illustrate what your membership provides. Under the Resources tab, teachers can access the following types of books by category (their decodable selection remains small), related resources (such as trade book lessons and literature circles), and materials by content area.
The Key Reading Skills area features materials related to fluency, comprehension, writing, and vocabulary. To support comprehension of visual materials, there are recipes, schedules, pie charts, maps, flow charts, and much more. Their Close Reading Packets are terrific. I have subscribed to Vocabulary A-Z (in pink below) and it’s equally well done.
Under Foundational Skills, you’ll find excellent guidance on teaching phonics and phonological awareness to regular ed students, a portion of whom will struggle significantly if not provided these components of reading instruction.
Common Core/21st Century resources include supplemental materials for the “regular” reading lessons with an emphasis upon academic vocabulary, graphic organizers, and close reading features, among others.
Under Assessments, Reading A-Z’s timed fluency passages and retell rubrics for fiction and nonfiction are especially worth using. The benchmark passages are aligned with the Fountas and Pinnell leveled reading system.
For ELL and Bilingual students, many books are already available with a regular subscription, but to access their full range of materials, you must purchase an additional license.
Instructional Uses organizes resources into sections for specific use, such as summer reading or project-based packs. This section includes thirty graphic organizers and a wide selection of matching and other games. They also provide useful forms, tips, and labels for teachers.
Books are usually available as single sided, double sides, and projectable; they may be printed in black and white or color in most cases. Each book is accompanied by a lesson plan, discussion cards, worksheets, and comprehension quiz. Teachers may “file” any materials in an online filing cabinet with easy access to individualized folders. The cost of a yearly subscription to Reading A-Z is very reasonable. Learning A-Z also offers membership discounts, typically before the school year starts. If you’re not sure whether this site is for you, there are free 14 days trial for all Learning A-Z sites. I highly recommend Reading A-Z!


WELCOME TO SECOND GRADE at Hilltop School!
Second grade is an exciting time in every child’s life; we look forward to making and being a part of these wonderful memories!
Morning Meeting: There’s a wonderful beginning to your child’s school day! It’s called Morning Meeting and it’s a great way to build community, set a positive tone, increase excitement about learning, and improve academic and social skills. Building a strong classroom community is vital to our success together this year. Morning Meeting lets children know that our school is a safe place where all children’s feelings and ideas are important. What a great way to start the day!
Math: Second Grade uses the Everyday Math 4 program which we have reorganized to best suit the learning of our students. Everyday Math helps students learn to persevere and use a variety of strategies to solve math problems. This program focuses on showing the real-life applications of math concepts and supports a differentiated classroom. We also provide many opportunities for enrichment and support to meet the individual learning needs of each student. Content covered in Everyday Math 4 includes place value, number sense, a variety of problem-solving strategies for addition and subtraction, measurement, basic fractions, and shapes.
Reading: Hilltop School uses Teachers College Reading Workshop. Second Grade continues to use the Teacher’s College Reading Assessments which allow us to identify individual student’s skill levels in interpretation and inferencing. Challenging concepts are the focus in easier books for student’s independent practice of reading strategies. Skills covered using Teacher’s College Reading Workshop include: building good reading habits, using strategies to figure out words, thinking and discussing books to grow ideas, nonfiction reading strategies, reading and discussing characters, and making plans for continued reading over the summer and throughout their lives.
Writing: Students engage in the Teachers College workshop approach to writing based on the research of Lucy Calkins and Columbia University. Units of study include small moments (personal narratives), lab reports (informational writing), non-fiction (All About Books), opinion writing (writing about reading), and poetry. Students work with a writing partner and confer with the teacher to edit and discuss their work. Grammar and conventions are also a focus in our writing units. In writing workshop, students’ create their own writing celebration folder which will be shared with families throughout the year, where families can leave compliments on their students’ work. At the end of the year, this folder will be yours to treasure for years to come!
Science: Second grade uses the FOSS science program. In this program, we study three units: Physical Science (Solids and Liquids), Earth Science (Pebbles Sand and Silt), and Life Science (Insects and Plants). Students will engage in a variety of experiments and hands-on applications. We also go a field trip to support our Earth Science unit.
Social Studies: Social Studies in Second Grade touches on a variety of topics, including learning about different types of neighborhoods (urban, suburban, rural), mapping skills of our neighborhoods, patriotism and citizenships. We also spend time learning about presidents and important historical figures. We also take time to incorporate and explore different cultures and nationalities within our classrooms.
Health: Second Grade spends time exploring many health units including discussing topics of; wellness, alcohol, tobacco, and other drugs, family life, and community health skills.
Fundations: Wilson Fundations makes learning to read fun while laying the groundwork for life-long literacy. Students receive systematic program in critical foundational skills, emphasizing: phonemic awareness, phonics/word study, high frequency word study, reading fluency, vocabulary, comprehension strategies, handwriting, spelling.


Yvette Pascal October 19, 2019 Kids Coloring Pages
All of the aforementioned benefits certainly help kids prepare for school and different kinds of classroom activities. However, there are certain things that they can learn with the help of coloring pages that can help them develop their reading and math skills.
The act of coloring can help to improve motor skills in young children. The actions, motions and precise grip involved in coloring can aid in the development of the muscles of the fingers, hands and wrist. Fine motor skill development can help children write more skillfully as well as manipulate small objects. They can then build on these skills to become better typists and more adept in sports and other activities.
Coloring can help your children to learn the skill of patience. It allows your children to be relaxed and comfortable while creating a piece of art.
You will also notice that there is a page dedicated for each gender. I made it intentionally so your child can relate to the pictures better.
Improved focus and concentration skills help kids not only in learning how to write, but also in a number of other activities that they will indulge later in life. Being able to focus better will also help them perform better at school, so it is very important for each and every child to acquire them when they are younger.
The act of coloring can improve motor skills in your children. The motions involved in coloring like holding the tools and scribbling with crayon can help in the development of the tiny muscles in his wrist, fingers and hands. Fine motor skills help your children to write and manipulate small objects. This helps your children to perform better academically.
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Did you know?
That students in the Cherry Creek School District can earn college credit while they’re attending high school? Or study architecture, biotechnology, culinary arts and other subjects that could help them get a head start on a rewarding career?
Did you know?
That the second biggest growth spurt in a child’s life occurs in middle school, between the ages of 11 and 14? And that those years are a time of tremendous cognitive, physical, emotional and identity development?
Did you know?
That academic rigor starts in elementary school? And that kids in elementary school benefit from STEM (Science, Technology, Engineering and Mathematics) Education just as much, if not more, than older students?
Those are just some of the things people attending the March 10 Parents' Council meeting learned during a special presentation about the rich variety of curricular and cocurricular classes, clubs, activities and events that are available to CCSD students. The presentation was introduced by Chris Smith, executive director for elementary education, who said “We want to share with you the many ways our educators ignite a fire for learning in our students.”
Ron Peterson, executive director for high school education, described the district’s vibrant Career and Technical Education (CTE) programs, which offer 40 different “rigorous and relevant” programs, from aviation and automotive technology, to graphic design and criminal justice. These are not the vocational classes your parents took, but rather stepping stones to college degrees, technical certifications, and good paying, high demand careers.
The many opportunities available to sixth, seventh and eighth graders, were introduced by Dr. John Kennedy, executive director for middle school education. “We have programs to meet the incredible cognitive development that occurs in middle school,” said Kennedy. Those opportunities range from art and drama classes and clubs, to Brain Bowl, Destination ImagiNation and Robotics. Students also have the opportunity to participate in school and community service activities, programs that promote caring, tolerance and inclusiveness, and affinity groups, such as Sol e Estelas, and Brotherhood and Sisterhood groups.
Dr. Tera Helmon, executive director for elementary education, talked about the important of STEM Education at the elementary level. In addition to the renowned FOSS Science curriculum used districtwide, Helmon said that 37 of 43 elementary schools have additional STEM programming before, during or after school. That includes Lego Robotics, computer coding and programming, Science Olympiad and many more programs that help students develop creativity and critical thinking skills.
Some programs are designed to support advanced learners and gifted students. Dr. Floyd Cobb, executive director of curriculum and instruction, said those include the district Chess Tournament and Spelling Bee, and the popular Inside Out program, which offers innovative classes to more than 1,000 students during fall, spring and summer breaks.
Finally, Dr. Robyn Duran, director of Excellence and Equity, talked about the district’s High School Student Leadership teams, and how students of color now have a voice at the table and a platform to help them help the district continue to increase academic achievement and graduation rates for all students.
It was a challenge to fit so much information into a short presentation, but those in the Parents’ Council audience left with a much better idea of the many different ways the Cherry Creek School District is striving to meet the needs of all students, and provide them with a variety of ways to discover new skills, develop their talents, and ignite their fire for learning.
Posted March 11, 2014.


Early Hearing Speed Gives Insight to Later Reading, Spelling Difficulties, Study Finds
Educators hoping to nip reading difficulties in the bud, listen up: A new study in the current issue of Child Development suggests early hearing speed can predict a student's reading and spelling skills in early elementary school better than other cognitive skills like intelligence, working memory, and attention.
The speed at which a student can process sounds at the beginning of her school years can affect how well she understands and remembers basic spelling construction, particularly in languages such as German—and presumably parts of English—which have close links between phonemes and the spelling of words, found researchers at the University of Kaiserslautern, the University of Ulm, and the German Institute for International Educational Research in Frankfurt, Germany.
The researchers tested 236 primary students in 53 German schools at the beginning of 1st grade and near the end of 2nd grade, in the speeds at which they processed sounds and pictures in a simple video game. Separately, the students were tested at the end of 1st and 2nd grades in oral and silent reading speed and accuracy for words of different difficulty levels, as well as spelling tests of simple words. Visual processing speed was not significantly connected to students' spelling and reading performance, but faster auditory processing was associated with better spelling and reading in 1st grade and an even stronger connection to students' spelling performance in 2nd grade.
They found, as expected, that students' 1st grade reading speed and accuracy and their spelling accuracy were closely correlated, and in 2nd grade, faster readers also had fewer spelling errors. The students identified sounds more than twice as quickly by the end of 2nd grade, 67 milliseconds, as at the beginning of 1st grade, 131 milliseconds, and they also improved in visual processing speed during that time, from 97 milliseconds to 54 milliseconds. (By contrast, other studies have found an adult typically identifies a sound in 55 milliseconds and a picture in 40 milliseconds.) To put that in perspective, differences in the phonemes used in common words may be no more than 20 to 40 milliseconds long, so the faster a student can process what he hears, the more likely he is to develop an accurate sense of the word's spelling.
The findings suggest that educators may need to pay more attention to mild developmental delays such as auditory dyslexia, which often correct themselves as a child ages: "The rapid auditory processing deficit as such might diminish over time, but its detrimental effects on reading and spelling ability might remain, as it has disturbed the early literacy development," they concluded.
I find this study interesting, not just for what it suggests about literacy development, but also because it points yet again to the importance of early screening and interventions for later academic skills. In the German study, these early auditory processing differences accounted for 4-10 percent of the difference in spelling ability by the end of 2nd grade, and it's easy to see how those differences can yawn into an achievement gap during a time students are learning hundreds of new words every month. Studies of math disabilities have likewise found early, basic visual-processing problems can make students just that slight bit slower in working through a math problem in early grades, which then build to later, more severe math difficulties.
Want more research news? Follow @SarahDSparks on Twitter for the latest studies, and join the conversation.


Tonga Quiz – Fun FREE Online Earth Science Kids Quizzes
Enjoy this Easy Science for Kids Tonga Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Tonga. You need to answer all the questions to be able to get your score. You can do this fun quiz about Tonga again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Tonga.
Tonga Quiz – FREE Online Geography Quizzes
Our easy earth science quizzes are a free online quizzes resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Tonga Geography quiz helps your kids learn fun facts about Tonga while enjoying this FREE science quiz for kids.
If your kid is being home-schooled, or is doing after-school education, then this is a fun yet educational activity, with reading comprehension benefits for grade one to grade five kids.
Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun online Geography quiz on Tonga.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you can simply limit the number of times the kids can read about the quiz topic, before they do the actual fun earth science kids quizzes we offer.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun quizzes, as a listening comprehension activity; you read out to them about the topic and then read the Tonga quiz question and answers.
You will select the Tonga quiz answer they think is correct, and at the end you get the quiz score.
Your child can try unlimited times doing the quiz doing the Tonga quiz, till gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Tonga? Check out all our other fun Free Quiz Questions at our kids science site. Visit our Easy Earth Science for Kids Website all about Tonga page. Get lengthy info here.
Cite This Page
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MLA Style Citation
Declan, Tobin. " Tonga Quiz – Fun FREE Online Earth Science Kids Quizzes - ." Easy Science for Kids, Feb 2020. Web. 25 Feb 2020. < https://easyscienceforkids.com/tonga-quiz-fun-free-online-earth-science-kids-quizzes/ >.
APA Style Citation
Tobin, Declan. (2020). Tonga Quiz – Fun FREE Online Earth Science Kids Quizzes -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/tonga-quiz-fun-free-online-earth-science-kids-quizzes/
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Originally introduced by the Writing Instrument Manufacturers Association in 1977 to promote the sale of writing materials, National Handwriting Day has become an opportunity to celebrate manuscript and cursive—and remind ourselves why it’s so important for students’ literacy development!
Why January 23?
The twenty-third of January is John Hancock’s birthday. Hancock is best known as having the first and most prominent signature on the Declaration of Independence, and signatures are often referred to as a “John Hancock” as a result. Hancock was president of the Continental Congress and his signature served to validate the final version of the document in 1776.
Such signatures are important today—they are used to verify official documents and provide proof of identification. There are only so many fonts to choose from.


Ordinary citizens in the BRICS nations haven't yet felt the full impact of advancing technology - but young people are desperate to make connections and form meaningful partnerships. A young entrepreneur in South Africa is using technology to upgrade the education sector and improve literacy in schools across the country. This is his story.
John shares the staggering magnitude of our global illiteracy problem and the potential an international focus on increasing literacy has for creating greater social and economic equality for the world’s next generation. As the Texas Library Association’s 2014 Librarian of the Year, a former member of the Texas Bluebonnet Award Selection Committee, current Texas State Library and Archives Commission Library Systems Act Board Member, and especially as a father of five, John Trischitti, “Mr. T,” understands the power of literacy.
Here, heuses his personal story to argue that reading is the foundation for all other academic skills and key to breaking cycle of poverty, and that school systems must prioritise investment in school libraries.
In this talk, researcher Keisha Siriboe shares insightful learning behaviors that parents, educators, and concerned adults can apply within their lives as well as in the lives of children. Drawing from global education policy trends and her own research, she advocates for more parent-child reading aloud to promote parent-child bonding as well as effective literacy development. Keisha Siriboe is a researcher focusing on early childhood literacy, parent education, access and equity issues within Hong Kong. Her research won an outstanding publication award from the American Educational Research Association this year. In Hong Kong, she provides parent-child early literacy programs through her social enterprise, Stories of Us, and has established a long-term social service children's program at St. Barnabas Society with the Graduate House, University of Hong Kong (HKU). Globally, she works with the Word Educational Research Association, Organization for Economic Cooperation and Development, and the American Educational Research Association to cultivate student leadership within educational research and policy development. She is currently a doctoral candidate studying English-language education at the HKU, and in 2014, she was the first African-American to graduate from Beijing Normal University with a master's degree in comparative education.
Halve emphasise the role parents should play in creating a reading culture and investing in a home library and not simply relying on schools to foster a child's thirst for knowledge and love of reading. Helvi Wheeler is an Instructional Technology Designer with the Teaching and Learning Unit (TLU) at the Polytechnic of Namibia, and a published author of books for children. Helvi founded Yambeka Children Media. Yambeka is a term which literally means “Blessed” in the Oshiwambo language (for the benefit of international visitors, this is the language spoken by the Ovambo people of Namibia). Yambeka Children Media was created to promote Namibian and other African languages and traditional stories for children between 3-13 years. Helvi is working to make sure that in five years’ time, Yambeka Children Media puts Namibian and African stories on the map of the world. “I also hope to have children’s cartoons, toys, clothes and books that reflect this pride in the rich cultural heritage that we have in Africa.”


En este libro, F. Graeme Chalmers explica por qué es necesaria la educación artística multicultural y cómo los programas de educación. En este libro, F. Graeme Chalmers explica por que es necesaria la educacion artistica multicultural y como los programas de educacion artistica promueven la . Arte, educación y diversidad cultural by F Graeme Chalmers · Arte, educación y diversidad cultural. by F Graeme Chalmers; Isidro Arias. Print book. Spanish.
Review Ebook Arte Educacion Y Diversidad Cultural By Chalmers F Graeme 8449313899 Pdf
Studies in Art Education42 2 American Press; in Studies in Art Education, 27 3 Why culturall on the common ground? Practical suggestions for environmental design education. Studies in Art Education43 4 The first 10 years. In both cases you should know how to switch cookies back on! The doctoral program in art education at the University of British Columbia.
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Romanesque and Gothic buildings A heritage education workbook for social studies and art. The emerging and rapidly expanding field of biodiversity was chosen and an online search was conducted to generate a list of potential authors to be used in the study.
Studies in Art Education, 20 1 Studies in Art Education, 40 4 An officer and a gentleman: Windows to the future. Canadian Catholic Review, 4 9 School Arts, 88 9 Reforma educativa debe considerar diversidad de Oaxaca: Culture, society and art education. For example, at loot. Translation of Chalmers, F. Studies in Art Education, 26 2 Classical architecture in our community: The Pennsylvania State University.
Notes for a dialogue on art education in critical times. Commentary on art education as ethnology: The art museum and art education. Visual culture education in the s. Knowing art through multiple lenses: Educating against racism through the arts: Graeme; Taylor, Anne; and Purser, Robert.
In the face of emergencies, breadth of vision tends to contract, narrowing the range of responses. South Kensington in the farthest colony.


Summer Term 2019
Welcome back to term 5 and 6. We are looking forward to another busy term with lots of fantastic learning.
Our new theme is ‘Global Gardens’ and we are looking forward to continuing with our learning and learning more about our new theme. Our main focus this term is Geography based where we will be learning all about 6 of the primary biomes located in different areas of the world. Our whole school reading intervention is to continue over the next two half terms and the children will have a chance to win a book by Anthony Horowitz. Your child will need to read four times at home and this will need to be recorded with an adult’s signature in their reading record. Please continue to encourage your child every day. Our aim is that children complete an AR quiz each week.
Thank you for your continued support.
Year 5 Gallery
Over the summer term we will learn the art of persuasion by discovering the key features of persuasive writing and using these features to write our own persuasive letters. Watch this space ….but we will be involved in helping to change part of school for the better (top secret for now!) As we all as this, we will write mystery stories as part of our fiction unit. Children will become the detective Sherlock Holmes and create new cases for them to solve. In reading, we will explore poetry linked to figurative language and we will use our inference skills to unpick extracts of mystery work. We also need to continue to work hard on achieving their pen licences. Come on Year 5 – you can do this!
We are really proud of the effort children have put into their maths learning. In particular their reasoning skills have really developed as we have been completing a daily reasoning questions and giving children time to use their oracy skills to discuss. We will continue develop our Numeracy skills in multiplication, division, addition and subtraction. We will develop and build on our understanding of measures including time, conversions and volume. Year 5 will continue to work on their reasoning skills and look at statistics including line graphs. All of year 5 need to continue to work on their timetable facts and use TTRs to do this. In the second part of the term we will revise key concepts taught from the year in preparation for the children moving into Year 6.
This term we will be learning about 6 of the key biomes across the world including the tropical rainforest and the tundra. Children will have the opportunity to research using atlases and also the chrome books. Linked into this we will look at a wide range of living things and their habitats and consider how they have adapted to certain environments within the biomes. Additionally, we will study the life cycles and reproduction of living things including humans. We will also compare different life cycles. Through Art we will look at the artist Hundertwasser and link his ideas to artwork around the environment. In computing we will create our own tessellations and create our own art gallery using the artwork we create.
Thank you for your continued effort in supporting children with their homework. It will be set on a Tuesday and returned the following Monday. We will set either Maths, Spag or English work and it should last around 30 minutes.
Over the summer term we will focus on hockey and athletics.
5VW – Monday and Thursday
5SB – Monday and Thursday
5LV - Tuesday and Thursday
We will continue to promote our school values with a focus on ‘unity’ and ‘courage’. If you ever have any questions please don’t hesitate to ask.
Year 5 Resources
- TTRS Times Tables Rockstars


All About the Climate Around the World Worksheet – Get this educational FREE hidden word search.
The FREE worksheet on the Climates Around the World provides a fun word seek game and a find the missing words game for children.
This educational but fun printable science worksheet all about climate around the world is actually FREE for parents and teachers to download and use free of cost and you are permitted to use our worksheet as often as you desire at home or in school!
This FREE word search on Climate Around the World is a fun way to maintain kids interest during a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while kids undergo early learning activities.
This FREE Climate Around the World hidden words game is enjoyable for kids in Elementary school from First to Fifth Grades. However, Kindergarten kids and Preschool kids will also benefit from this printable Climate Around the World word search game.
Your children will enjoy to learn fun facts all about Climate Around the World while playing the word search worksheet.
Kids in Elementary school from Grade 1 to 5 can use this Climate Around the World activity sheet as a reading comprehension tool.
Your kids will learn very well because kids will most likely need to read a few times the facts about climate around the world to discover the missing words. This word puzzle worksheet will not only enhance their science knowledge, but also improves the ability to remember what they read and also improves their reading skills.
Kids in Kindergarten and Pre-K who have not yet learned to read can enjoy this free fun facts Climate Around the World worksheet as an interesting listening comprehension game.
Teachers and Educators can read out loud the fun facts about climate of the world. Next, they ask the children to recall what are the missing words. And then, kids learn to recognize words and find them in the Climate Around the World hidden words puzzle.
Parents homeschooling their kids can use this Climate Around the World worksheet to arouse their children’s curiosity and interest in Climate Around the World and in Earth Science.
Teachers and private tutors are welcome to use our FREE Climate Around the World worksheet to supplement regular science classes at school and interest children in learning all about climate around the world. Especially powerful is you use our free Geography worksheet for children on Climate Around the World in combination with the free interactive online quiz with score on Climate Around the World.
Our science for kids website offers countless more FREE printable fun Geography worksheets for kids and wordsearches for kids. Download and use our fun science word puzzles to make learning science fun for your children!
What do you know about Climate Around the World? Why is climate important?What controls climate? What does climate influence?
Learn more easy science facts about Climate Around the World by downloading our free fun facts about the Climate Around the World worksheet for children!
The FREE Climate Around the World Worksheet


Resources › For Educators Proxemics, the Study of Personal Space Help children with disabilities understand personal space Share Flipboard Email Print Westend61 / Getty Images For Educators Special Education Applied Behavior Analysis Behavior Management Lesson Plans Math Strategies Reading & Writing Social Skills Inclusion Strategies Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Jerry Webster Special Education Expert M.Ed., Special Education, West Chester University B.A., Elementary Education, University of Pittsburgh Jerry Webster, M.Ed., has over twenty years of experience teaching in special education classrooms. He holds a post-baccalaureate certificate from Penn State's Educating Individuals with Autism program. our editorial process Jerry Webster Updated November 05, 2019 Proxemics are the study of personal space, first introduced in 1963 by Edward Hall who was interested in studying the impact of individual personal space on non-verbal communication. In the years since it has brought the attention of cultural anthropologists and others in the social sciences to the differences between different cultural groups and its impact on population density. Promexics are also important for social interaction between individuals but are often difficult for individuals with disabilities to understand, especially for individuals with autism spectrum disorders. Since how we feel about personal space is partly cultural (taught through constant interactions) and biological, since individuals will respond viscerally, it is often difficult for individuals with disabilities to understand this important part of the "Hidden Curriculum," the set of social rules that are unspoken and often untaught but generally accepted as the "standard of acceptable behavior." Typically developing individuals will actually experience anxiety in the amygdala, a portion of the brain which generates pleasure and anxiety. Children with disabilities, especially autism spectrum disorders, often don't experience that anxiety, or their level of anxiety is high over any unusual or unexpected experience. Those students need to learn when it is appropriate to feel anxious in another person's personal space. Teaching Proxemics or Personal Space Explicit Teaching: Children with disabilities often need to be taught explicitly what personal space is. You can do that by developing a metaphor, like the Magic Bubble or you can use a real hula hoop to define the space which we call "personal space." Social stories and pictures can also help understand appropriate personal space. You might stage and take pictures of your students in appropriate and inappropriate distances from another. You might also ask the principal, another teacher and even a campus policeman to show examples of appropriate personal space, based on relationships and social roles (i.e., one does not enter the personal space of an authority figure.) You can demonstrate and model approaching personal space by having students approach you and use a noisemaker (clicker, bell, claxon) to signal when a student enters your personal space. Then give them the same opportunity to be approached. Model, as well, appropriate ways to enter another's personal space, either with a handshake, a high five, or a request for a hug. Practice: Create games that will help your students understand personal space. Personal Bubble Game: Give each student a hula hoop, and ask them to move about without overlapping another's personal space. Award every student 10 points, and have a judge take points away each time they enter another's personal space without permission. You can also award points to students who enter another's personal space by asking appropriately. Safety Tag: Put several hula hoops on the floor and have one student be "it." If a child can get into a "personal bubble" without being tagged, they are safe. In order to become the next person to be "it," they need to get to the other side of the room (or a wall in the playground) first. This way, they are paying attention to "personal space" as well as being willing to exit that "comfort zone" to be the next person who is "it." Mother May I: Take this old traditional game and make a personal space game out of it: i.e. "Mother, May I enter John's personal space?" etc.


Please help support the mission of New Advent and get the full contents of this website as an instant download. Includes the Catholic Encyclopedia, Church Fathers, Summa, Bible and more all for only $19.99...
First American Governor of California, U.S.A. b. in Nashville, Tennessee, 15 Nov., 1807, of Virginian ancestry; d. at San Francisco, California, 16 May, 1895. At an early age he was taken by his father to Missouri, where amid primitive conditions of life he succeeded in obtaining an elementary education. At the age of nineteen he returned to Tennessee, and soon after married Harriet W. Rogers, to whom he attributed much of the success of his later career. After his marriage he started in business for himself, studied law and was admitted to the bar in 1839. He also edited "The Far West", a weekly paper published at Liberty, Missouri. About this time he became a member of the Church of the Disciples, or Campbellites, founded by Alexander Campbell, a seceder from the Baptists. In 1843, removing with his family to Oregon, he took a prominent part in the formation of the territorial government and was a member of the legislature from 1844 to 1848. During this period the published debate between Campbell and Bishop Purcell of Cincinnati fell into his hands, and though after reading it he still remained a Protestant, his confidence in Protestantism was considerably shaken. He then began a systematic investigation of the true religion, became convinced of the truth of the Catholic claims, and in June, 1846, was received into the church at Oregon City by Father De Vos.
In the year 1848 Burnett went to California, where he was elected a member of the Legislative Assembly and took a leading part in its Proceedings. He was appointed judge of the superior tribunal in August, 1849 and did good work in the framing of the State Constitution. In September he was chosen chief justice, and on the thirteenth of November of the same year he was elected the first American Governor of California, though California was not admitted as a State into the Union till September, 1850. He resigned the governorship in 1851 and resumed the practice of law until his appointment in 1857 as a Justice of the Supreme Court of California by Gov. J. Neeley Johnson. His term expired in October 1858. He was also President of the Pacific Bank from 1863 to 1880, after which he retired from active business. In 1860 Judge Burnett wrote his famous book "The Path which led a Protestant Lawyer to the Catholic Church" (New York, 1860), wherein he bases his conversion on clear-cut logical principles. With regard to this work Dr. Brownson says "In writing his book, Judge Burnett has rendered a noble homage to his new faith. . . . Through him California has made a more glorious contribution to the Union than all the gold of her mines, for truth is more precious than gold, yea, than fine gold" (Brownson's Review, April, 1860). This was followed by his work on "The American Theory of Government, Considered with Referenee to the Present Crisis" (2d ed., New York, 1861). During the period of his retirement he published "Recollections and Opinions of an Old Pioneer" (New York, 1860), which "is especially valuable in connection with the early political and constitutional history of the Pacific coast" (Nation, XXX, 389), and "Reasons Why We Should Believe in God, Love God and Obey God" (New York, 1884).
The Ave Maria (Notre Dame, 1-29., 1898); Catholic News, files (New York, 5 June, 1895); The Pilot, files (Boston, 1 June, 1895); Brownson's Review, April, 1863).
APA citation. (1908). Peter Hardeman Burnett. In The Catholic Encyclopedia. New York: Robert Appleton Company. http://www.newadvent.org/cathen/03083a.htm
MLA citation. "Peter Hardeman Burnett." The Catholic Encyclopedia. Vol. 3. New York: Robert Appleton Company, 1908. <http://www.newadvent.org/cathen/03083a.htm>.
Transcription. This article was transcribed for New Advent by Joseph P. Thomas.
Ecclesiastical approbation. Nihil Obstat. November 1, 1908. Remy Lafort, S.T.D., Censor. Imprimatur. +John Cardinal Farley, Archbishop of New York.
Contact information. The editor of New Advent is Kevin Knight. My email address is webmaster at newadvent.org. Regrettably, I can't reply to every letter, but I greatly appreciate your feedback — especially notifications about typographical errors and inappropriate ads.


I tend to avoid the debates among people discussing reading. I think there is some truth in all sides of a debate. I learned to read early and easily. I am also unabashedly an advocate for children with dyslexia, as it has been an issue identified and championed by our members. I am encouraged by the research being conducted at the Center for Dyslexia at Middle Tennessee State University. I believe the work they do there will impact thousands of children across the state who learn to read because of their research and efforts.
For the better part of the last five decades, what has been described as “Reading Wars” has pitted “phonics-based” instruction against “whole language” instruction. Another approach in the reading wars, a hybrid of phonics-based and whole language instruction called balanced literacy has emerged in the last decade. However, the debate over reading instruction itself is centuries old. The debate will continue as long as educators are free to hold differing opinions.
All sides of the reading debate have proponents, often found in the Ivory Towers of academia. The dispute is a genuine political issue, and the opinions of policymakers drive our education policy. You may not notice the debate, but it is occurring when states approve and purchase textbooks and other materials for instruction, how we teach in our teacher preparation programs, and what is offered in our current professional development for teachers.
Emily Hanford, an advocate of phonics-based reading instruction points out, “the National Assessment of Educational Progress, more than six in 10 fourth-graders aren’t proficient readers. It has been this way since testing began. A third of kids can’t read at a basic level.” In her New York Times editorial, she states that Colleges of Education faculties simply do not teach the science of reading.
Stacy Reeves, an associate professor of literacy at the University of Southern Mississippi says “Phonics for me is not that answer.” Her former colleague Mary Ariail, past chair of the Department of Curriculum, Instruction and Special Education at the University of Southern Mississippi, remains opposed to explicit phonics instruction. Arial states: “One of the ideas behind whole language is that when [reading] is meaningful, it’s easy,” she said. “And when it’s broken down into little parts, it makes it harder.”
Ariail left her position in 2018, because of her disappointment in changing reading instruction in Mississippi. She said she “sees it as an example of lawmakers telling educators what to do, and she doesn’t like it.” She now resides in North Carolina working as an independent consultant. Mississippi did an exhaustive evaluation of its early literacy programs in a recent study.
Mark Seidenberg, a University of Wisconsin cognitive neuroscientist and author of the book “Language at the Speed of Sight” argues “Balanced literacy was a way to defuse the wars over reading.” “If the whole language/balanced literacy approach is as flawed as described, many children will struggle to learn,” Seidenberg insists. For those students, in thousands of U.S. schools, there is Reading Recovery, “an expensive remediation program based on the same principles. Fewer children would need Reading Recovery if they had received appropriate instruction in the first place,” he writes. As for teachers, they are “left to discover effective classroom practices [on their own] because they haven’t been taught them.
Educators have argued about multiple approaches to reading instruction since public education began. The politics over literacy will continue to be contentious and debated. Perhaps we, as educators know less about how children actually learn to read or how they should be taught than we care to admit. Perhaps it is different for every child. The more we honestly look at the issues surrounding the reading wars, it is clear that a one-sized solution does not always work for everyone.
JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited.


The Blog of Toledo Lucas County Public Library
In 1921 a woman's education was reserved for the upper class or upper middle class, as demonstrated in a Ladies Home Journal article in October of 1921. Access to education for women and particularly for working women, let alone higher education, was minimal. The journal did an article on a program that took women from industrial jobs and put them in summer college courses. The courses allowed readers to see how critical education was in the progress of not only women's personal lives, but their professional and working lives.
The college courses were made up of women working in industrial jobs in the 1920's. The course content focused on labor and industry as a way to both enlighten and uplift their careers back home. The courses taught them unionization techniques, industry rules and regulations, economics, life skills, and political history. These specialized courses offered them an understanding about the world they lived in, and in some cases opened their eyes to the conditions in which they worked under. Although the courses were designed to create an education that would be useful for women once they returned home, music education, art, and literature were offered as well. At the time, some of the women in the cohort were facing deplorable working conditions which they were made aware of through the courses offered. The courses then helped them use their voice to fight for their rights and the rights of others. After all you cannot fight for something if you do not see the issues you are subjected to.
These women craved to absorb any information they could, studying into the late hours of each night, learning more and more to pass on for those who did not have the fortune to come to the program. They even went above and beyond the original expectations for willingness and participation. In one case, a professor with the participating university said:
There are many different types among these students as there are among ordinary college girls. I find that they have far more eagerness than college students, more curiosity, and they take nothing for granted. (Ladies Home Journal, p. 73).
The lack of education due to their sacrifices for family, wages, shelter, and basic needs didn't diminish the desire to learn and find their way out of poverty through education. Many women attended night school to gain access to education, which was the only option for many women during this time period. However, working women were often too exhausted from working all day to excel taking night classes.
Articles like these are important when looking at women's history simply because they show women's tenacity and their eagerness for education. The pathway to college for women has been a long one and frankly the road is still being constructed as women are still making breakthroughs in fields once thought to be strictly male spaces. Education for these women meant significant life changes. With an education they could earn better wages, have better working conditions, and achieve higher goals, all of which girls and women today still are hoping to achieve in the United States. These women show change can be made through education and opportunity, and they also show how far we have come but still have to go when looking at education for girls not only in our own country but the world.
Warren, Maude R. “A Great Experiment .” The Ladies Home Journal, XXXVIII, no. 10, Oct. 1921, pp. 20, 73-74.


Around 92% of Australian students are performing at or above the national minimum standards. If your child is performing below expectations for their year level in reading, or even below the national minimum standard, it can be difficult to know how to help them improve.
Is more and more phonics instruction enough?
Some students will just require additional phonics instruction to learn how to associate letters with their corresponding sounds. However, researchers have found that some students experience difficulty developing phonics skills because their brain cannot perceive sounds clearly – this represents a weakness in auditory processing.
For these students, more and more phonics instruction in isolation will act somewhat as a band-aid for their reading, spelling and/or writing problems because they need to develop strong auditory processing skills before building phonics and phonemic awareness skills.
How we can help
The Fast ForWord program is designed to systematically build auditory processing skills while simultaneously developing phonics, phonological awareness, reading fluency, comprehension and vocabulary. We have proudly helped to improve the reading and general learning skills of thousands of Australian students.
“Before we couldn’t get Harris to read anything and now he takes a book with him when he goes out. It’s nothing for him to be reading 3 novels at a time,” says Sean. Click to read Harris’ story.


Art has special significance to visual-spatial learners, not because they will grow up to be professional artists, but because it is a visual, tactile medium that meets children in their learning need. Young Rembrandts brings even more value to the visual tactile learner, by intentionally using art to develop learning skills that are essential to all young children.
I’ve got a great way for your children to learn how to draw while giving you a few minutes to finish up those last minute holiday tasks! 5 Things to Draw for the Holidays is an eBook created for parents and children. The book is filled with 5 simple step by step instructional drawing videos for kids. […]
Come join us in honoring the men and women who gave their lives to preserve our freedom this Memorial Day as Bette Fetter, founder and CEO of Young Rembrandts and author of Being Visual, invites you to a fun Memorial Day activity by demonstrating how to draw a cartoon soldier.
From California to the Carolinas, Young Rembrandts is “drawing” attention all month long for the creative celebration of its 30th Anniversary. Throughout April, the nation’s leading children’s art education program that specializes in offering a curriculum uniquely focused on drawing, is showcasing its appreciation to the communities it serves with “30 Events in 30 Days.”


Under the Samagra Shiksha, provisions have been made for library grant to government schools so as to inculcate reading habit among students of all ages and to strengthen school libraries, including purchase of books. The provisions under the scheme for books and libraries in Government schools is provided up to @ Rs. 5,000/- for primary school, up to @ Rs.10,000/- for upper primary school, up to @ Rs. 13,000/- for composite elementary schools (Class I to VIII), up to @ Rs. 10,000/- for Secondary school (Class 9th and 10th), up to @ Rs. 15,000/- for class 6th to 12th school, up to @ Rs. 15,000/- for class 6th to 10th school, up to @ Rs. 15,000/- for composite Secondary Schools (class 1 to 10th), up to @ Rs. 15,000/- for composite Secondary Schools (class 9th to 12th), up to @ Rs. Rs.10,000/- Senior Secondary school only (class 11 and 12th) and up to @ Rs. 20,000/- for composite Senior Secondary school (class 1 to 12th). Guidelines have been issued in 2018 for Library Grant to all States and UTs.
The States / UTs have been advised to make guidelines for use of libraries in schools including number of periods, to be earmarked as library period in schools. To promote the habit of reading in students, States and UTs have been advised to set up Reader’s club with the help of National Centre for Children’s Literature (NCCL) which is a wing of National Book Trust (NBT).
The ‘Padhe Bharat Badhe Bharat’ (PBBB) is a sub-programme of erstwhile Sarva Shiksha Abhiyan (SSA) which is continued under the new integrated scheme Samagra Shiksha to ensure quality at the foundational years of schooling. The objectives of the programme are to promote early reading and writing with comprehension skills in children, and also basic numeracy skills. States/ UTs are implementing PBBB in their respective States/UTs using multiple strategies and approaches. These include adoption of NCERT model of early reading, provision of supplementary reading material, development of State specific models for early Maths and early reading, collaboration with organizations like UNICEF etc.
Central Government has taken various steps towards the implementation of the programme of PBBB, which inter-alia, include preparation of special bridge materials for States having a high tribal population; provisioning of free textbooks, development and procurement of supplementary reading material; in-service teacher training; having dedicated teachers for foundational classes and maintaining the required Pupil Teacher Ratio (PTR) as prescribed under the Right of Children to Free and Compulsory Education (RTE) Act, 2009.
The information was given by the Union Minister for Human Resource Development, Dr. Ramesh Pokhriyal ‘Nishank’ in a written reply in the Lok Sabha today.


Praise can be defined as the expression of warm approval. The action of praising baby occurs when baby does something new such as reaching a motor milestone or speaking a new sound. It also occurs when baby does something familiar in a new and improved way, which may also include motor skill development. For example, when baby crawls with improved coordination and strength her mother may say, “Good Girl!” Although baby may not exactly understand the words, she knows by the tone of your voice and the bright smile on your face that she has done something good. This communication from a parent serves as feedback for her so she will know what actions to repeat (and which to avoid).
PRAISE AND THE 5 SENSES
Baby hears your message of encouragement most clearly when it is echoed through more than one of the 5 senses. If you speak carefully chosen words of affirmation in a warm tone of voice which she can hear, smile at her and nod your head which she can see, and maybe pat her on the back which she can feel, she understands your affirmation through 3 sensory systems: visual, auditory, and touch. This is very clear communication for baby. The other two senses, smell and taste, are used with animals when we give our dog a treat to eat when he sits upon command.
WORD CHOICES FOR BABY PRAISE
One of the most commonly used expressions today for praising baby is, “Good job!” The baby rolls for the first time and mother says, “Good job!” The baby crawls for the first time and the father says, “Good job!” This phrase of “Good job” should be crossed off of our list of words for encouragement of baby development. Why? First off, regarding motor skill development, what baby is doing is not a job at all. It is a movement they have learned for getting around in life. Later on, when they learn a chore such as washing dishes you can say “Good job!”
Secondly, the use of the same phrase for each new skill learned does not guide them toward identifying the word that is associated with the skill. Instead, choose words that describe the skill they are learning. It is much more beneficial for the development of a baby if you say, “Beautiful rolling, Mary! Good girl,” when she learns to roll and follow with “Good crawling,” later on when she learns to crawl. Adjectives to combine with the name of skills for affirmation include beautiful, outstanding, excellent, good, great, and more. And don’t forget Elmo’s lesson above from Maestro Gustavo Dudamel on Sesame Street’s youtube channel, when you see something “very great and amazing,” such as your baby crawling for the first time, you can say, ‘STUPENDOUS!”
INGREDIENTS FOR BABY PRAISE
- Tone of Voice: A positive and encouraging tone in the voice is like a gentle massage to her–it feels good.
- Facial Expression: Smile and nod your head.
- Choice of Words: Identify the skill baby is learning.
- Touch: Include an occasional pat on the back with your words.


Bricks 4 Kidz delivers LEGO® Technic engineering workshops to primary schools throughout County Carlow, Kilkenny & Waterford during Engineers Week.
Engineers Week is a week-long programme of nationwide events with the aim of celebrating the world of engineering in Ireland, commencing on 29th February to 6th March 2020. The week aims to create a positive awareness and spark enthusiasm about the engineering profession to people of all ages, especially students and their teachers and parents.
Engineers Week provides a unique opportunity for primary students to learn about engineering and together with Bricks 4 Kidz, your school can build the engineers of tomorrow. LEGO® based education programmes have proven to be a very effective method of introducing engineering concepts to school age children and a Bricks 4 Kidz engineering workshop provides children of all ages with a fun and educational way to develop their understanding of engineering principles.
We are looking forward to visiting schools across County Carlow, Kilkenny & Waterford to spark student’s interest in the wonderful world of Engineering. Our workshops are suitable for Junior infants right up to 6th Class.
Bricks 4 Kidz proprietary model builds, which have been designed by engineers, are accompanied by lesson plans which explain the concept of engineering to the children. These age appropriate workshops will enable your pupils to estimate, observe, predict, measure and record their findings during the model construction. All of our builds have different levels of difficulty and the engineering terminology we use are age appropriate.
The workshop will consist of the following:
- Presentation – this introduces the children to what they will be learning about for the duration of the workshop
- Instructions – this improves the children’s literacy skills and develops their numeracy skills as they estimate, measure and count
- LEGO® Technic Kit – engineers and architects have designed these kits. This gives the children to build with friction pins, axle pins, axle joiners and so much more. The builds will be motorised and they will also have the opportunity to play with before the workshop ends
- A Take Home Sheet – children can impress their parents with what they have learned
- A Teacher Guide – this allows the teacher to follow up with the workshop later to ignite that interest in engineering once again
Some of our workshops:
- Dragster – the children will build a motorised dragster where they learn about accelerate, aerodynamic, drag and action
- Train – the children will build a motorised train where they will learn about locomotive, freight, couplers and maglev
- Catapult – the children will build a catapult while learning about kinetic energy, torsion, range and trajectory
- Dump Truck – the children will build a motorised dump truck where they will learn about mass, force and work
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