A ray of sunshine for vulnerable children
Shamas Khatoon is a traditional birth attendant in southern Pakistan. She looks after pregnant women, gives advice on nutrition and immunisation, and maintains hygiene and safety during home deliveries.
Childbirth problems in Pakistan
In complicated pregnancies, Shamas accompanies women to a local healthcare facility, providing post-delivery care. She also teaches them about family planning. ‘I am happy that I am now skilled and able to save the life of a newborn and mother. I was previously doing the same job without the knowledge of how to handle complex situations.
Training has helped me assess risks associated with pregnancy: I can now refer pregnant women to hospital in time.’
In Pakistan nearly one-in-ten children die before their fifth birthday – 80% in their first year of life. These high mortality rates are a result of overwhelming poverty, along with ineffective primary healthcare; a shortage of food; poor health and hygiene; and a lack of safe drinking water. Malnutrition, diarrhoea, respiratory illness and other preventable diseases account for two-thirds of child and infant deaths.
Shamas is one of more than 100 traditional birth attendants that Concern has trained
in Balochistan. Building local skills in prenatal care, safe delivery and managing emergencies has led to a fall in maternal and infant deaths.
Our charity work
Concern also helps older children who work for a living. Working children rarely
have access to education, healthcare, safe drinking water or sanitation facilities; their nutrition is poor; and they are exposed to many workplace hazards, including sexual harassment. Garbage pickers, who separate and collect hospital waste, are at a particularly high health risk due to exposure to HIV, hepatitis and toxic substances.
Concern's local partner WESS provides children with health and hygiene education and services; training to cope with sexual and workplace harassment; basic literacy and numeracy skills; art, craft and vocational skills; and play and recreation opportunities. Concern also works with communities and schools, helping children maintain their personal hygiene through access to clean water and sanitation facilities.
Concern works in hard-to-access and extremely poor communities throughout Pakistan. Addressing child health issues is just one part of our programme there.


|This biography from the Archives of AskART:|
|Arthur Burdett Frost, Jr., a modernist painter, was the son of Arthur
B. Frost, the well-known illustrator, from whom he took his first art
lessons. In 1905, Frost studied in New York City in the studio of
William Merritt Chase and also studied with Robert Henri, the latter
whom he credited as being the more influential. |
In 1906, the
Frost family moved to Europe so that nineteen-year old Arthur Jr. could
benefit from available academic art education. He enrolled in the
Academie Julian in Paris and became friends with future well-known
abstract painter, Patrick Henry Bruce. They both were influenced by
modernist artists including Impressionists and Henri Matisse and his
revolutionary Fauvist style that emphasized bright coloration.
Bruce introduced Frost to Matisse, and Frost then took a class from him
as well as from Robert Delaunay, another non-traditional French
painter. Bruce and Frost became close friends of Delaunay and
worked together in his studio.
Frost became especially
interested in Synchromism, the colorful relationship-based style of
Morgan Russell and Stanton MacDonald-Wright. Along with these
artists and Patrick Henry Bruce, Frost became one of the first American
artists to focus on the relation between color theory and abstract art.
returning to New York in 1915, Frost continued with his color
abstractions and used Bruce's method of working from photographs and
black and white drawings. He was especially influential on James
Daugherty and Jay Van Everen, noted colorist painters.
some works from the New York years survive, only one painting from his
Paris color-painting period is known to survive. "It is believed
that Frost's father destroyed much of his son's work in distress over
the young man's death, which occurred due to illness just days before
his thirtieth birthday" (Falk).
Peter Falk, Who Was Who in American Art
Matthew Baigell, Dictionary of American Art
|** If you discover credit omissions or have additional information to add, please let us know at registrar@AskART.com.|
Arthur Frost is also mentioned in these AskART essays:


You wouldn't know it from reading people's lips at a sporting event, but "The Star-Spangled Banner" ends with the following phrase:
"O'er the land of the free / and the home of the brave."
That's "o'er," not "for."
The insidiously common slip-up shows that when it comes to the national anthem, many Americans' knowledge is as dim as the dawn's early light. According to a widely cited Harris poll, nearly two-thirds of Americans said they didn't know all the words to the song, and many who claimed to know all the words were bluffing: When asked to complete a lyric, they got it wrong.
"I think it would be fairly easy to think you knew the song and maybe to discover at an awkward moment that you really didn't," said Dean Bevan, a professor emeritus of English at Baker University who said he once heard a young woman forget the lyrics halfway through a musical audition.
But this week, an effort is under way in Kansas and across the country to remind people of the song's importance - and its true lyrics.
The National Association for Music Education sent packets to roughly 45,000 schools nationwide, urging teachers to gather students Tuesday to sing the song in unison.
There were at least a handful of takers in the Lawrence area. A group of Baker University students gathered in Rice Auditorium at 11:30 a.m. Tuesday for a reading of the song's four verses, followed by music and singing.
At Schwegler School, vocal music teacher Susan Ralston led students in a singing of the song during Tuesday's morning announcements.
Lysette Van Pelt, director of vocal music at Perry-Lecompton, said her students would wait until Friday and combine the singing with celebrations of Constitution Day.
Francis Scott Key
Mentioned in the epic poem by Francis Scott Key, "The Star-Spangled Banner" was the American flag that flew over Fort McHenry in Baltimore. Key witnessed the aftermath of a 25-hour British naval bombardment on the fort 191 years ago Tuesday. The poem he wrote encapsulating his emotion was later set to music and became our national anthem.
Stuart O'Neill, music director at Oskaloosa High School, said he would have the band play the anthem during morning practice.
"We'll talk a little bit about the history of the song," he said. "It's already in our repertoire."
Dee Hansen, an associate professor of music at Baker, said the purpose of the nationwide event was twofold: to educate people about the song, and to remind them of the importance of teaching music in schools.
"That's where most people learn to sing the song in the first place is in music classes," said Hansen, who also is president of the Kansas Music Educators Assn.
As for Americans' difficulties with the song, Hansen said she thought the difficult melody might deter people from singing it. After all, not everyone has Whitney Houston's vocal range.
"It's hard for people who haven't had a lot of training," she said. "It's a hard song to sing."
Lyrics to "The Star-Spangled Banner," by Francis Scott Key: Oh, say can you see, by the dawn's early light, What so proudly we hailed at the twilight's last gleaming? Whose broad stripes and bright stars, through the perilous fight, O'er the ramparts we watched, were so gallantly streaming? And the rockets' red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. O say, does that star-spangled banner yet wave O'er the land of the free and the home of the brave?


At Youth Speaks, the voices of young people matter.
Committed to a critical, youth-centered pedagogy, Youth Speaks places young people in control of their intellectual and artistic development. We are urgently driven by the belief that literacy is a need, not a want, and that literacy comes in various forms.
As we move more deeply into the 21st Century, oral poetry is helping to define the new American Voice. By making the connection between poetry, spoken word, youth development and civic engagement, Youth Speaks aims to deconstruct dominant narratives in hopes of achieving a more inclusive, and active, culture. Believing that young people have the tools to take control of their lives through language, Youth Speaks encourages youth to express themselves using their own vernacular.
Youth Speaks believes that having knowledge, practice, and confidence in the written and spoken language is essential to the self-empowerment of an individual. We fill a need for creative approaches to literary arts education and literacy development; we believe it is crucial to provide spaces where youth can undergo a process of personal growth and transformation in a program that enriches their educational, professional, artistic and leadership skills.
Mission & Vision
Youth Speaks creates safe spaces to empower the next generation of leaders, self-defined artists, and visionary activists through written and oral literacies. We challenge youth to find, develop, publicly present, and apply their voices as creators of social change.
Ultimately, we hope to shift the perceptions of youth by combating illiteracy, alienation, and silence, creating a global movement of brave new voices bringing the noise from the margins to the core.
The information above can be found on the official website of Youth Speaks. For more details about the organization and to find out how you can volunteer, please visit their website: http://youthspeaks.org


Colorado Springs, CO (PRWEB) November 22, 2011
Cognitive First (Cog1st, the CogRead Literacy Campaign) announces a grant in support of a groundbreaking study being conducted by Virginia State University and funded by the National Science Foundation. The study, underway at Waskom Independent School District in Waskom,Texas, has the potential to help every student in that district and will provide valuable information to the fields of science and education.
A $1 million grant from the National Science Foundation will fund the largest part of the study which takes place at the high school level and examines how cognitive skills training can help students improve their learning ability and physically change the brain.
“This is an amazing opportunity to boost the learning skills and potential of every single student at our school with no cost to parents or the district,” says Waskom High School Principal Stuart Musick. “The cognitive testing alone will provide valuable information for our teachers and families regarding each student’s strengths and weaknesses, and will give us the insight we need to help strengthen those skills to improve grades and performance.”
Every student in the district completed testing with the Gibson Test in October to evaluate his or her cognitive skills—the mental tools we all use to think, learn, reason, read, remember and pay attention. These skills include things like memory, attention, logic and reasoning, auditory and visual processing and processing speed. Significant grants from Cog1st helped cover the cost of testing and will also pay for online brain training for some students at the elementary level.
According to Larry Hargrave, founder of Cognitive First, access to online reading readiness and learning skill development tools is a critical ingredient to improve reading proficiency and graduation rates. “We are pleased to be donating access to evaluations and online exercise sets being used in this study. Our nonprofit currently offers any parent free access to an exercise that strengthens phonemic awareness skills and helps to prevent reading difficulties. We also sponsor teachers, schools and community organizations with a reading readiness exercise set, along with cognitive skill evaluations (2nd grade and above) and comprehensive online brain skill training packages for under-resourced and at-risk children.”
The study is more in-depth at the high school level where principal investigator Dr. Oliver Hill, Jr. and other researchers from Virginia State University will oversee the study which includes brain scans for some students. High school students will be randomly placed into three groups: a control group that gets normal academic instruction, a second group that receives extra online brain training at school for 15 weeks, and a third group that will undergo 15 weeks of one-to-one cognitive skills training with their own personal brain trainer from LearningRx.
“We know this brain training methodology brings dramatic improvements in learning and reading ability for students of any age and academic ability,” says Donesa Walker of LearningRx Shreveport. “We’re thrilled to be a part of this extensive study that will not only help the students of Waskom ISD, it will help students everywhere by showing how this type of training can physically change the brain to be faster, smarter and more efficient.”
Changes in the brain will be measured with functional magnetic resonance imaging (fMRI) before and after the 15 week period by university researchers who are collaborating on the study. Participants will be randomly chosen for the brain scans.
Cognitive First is joined by administrators, researchers, cognitive skills experts and brain trainers to make this opportunity happen. More information about the possibility of sponsored programs for children in your community is available at the Cog1st.org website.
Cognitive First™ (Cog1st, the CogRead Literacy Campaign) is a nonprofit organization dedicated to helping under-resourced and at-risk students become proficient readers and learners. Cog1st provides parents, schools and community programs with online screening to evaluate core learning skills and with online exercise sets to help ensure that children have the foundational skills to empower their educational success. Program grants for Title 1 schools are available.
About LearningRx® brain training specializes in treating the cause – not the symptoms – of learning struggles. The programs’ game-like exercises and 1:1 trainer-to-student ratios provide guaranteed dramatic improvement. With more than 75 centers across the country, LearningRx brain training can help anyone – from 5 to 85 – increase the speed, power or function of their brain.
About the Gibson Test
The Gibson Test of brain skills is the online cognitive skills assessment used by Cog1st and in the Waskom ISD study. Pediatric visual processing specialist Dr. Ken Gibson developed the assessment as an affordable option to uncover cognitive weaknesses that contribute to reading and learning struggles. In less than 40 minutes the online test can uncover weak skills and give parents or teachers a guide to make learning easier.
# # #


Visual artists of the Harlem Renaissance, like the dramatists, attempted to win control over representation of their people from white caricature and denigration while developing a new repertoire of images. Prior to World War I, black painters and sculptors had rarely concerned themselves with African American subject matter. By the end of the 1920s, however, black artists had begun developing styles related to black aesthetic traditions of Africa or to folk art. Meta Warrick Fuller anticipated this development with her sculpture Ethiopia Awakening (1914). Appearing from a distance like a piece of Egyptian funerary sculpture, it depicts a black woman wrapped like a mummy from the waist down. But her upper torso aspires upward, suggesting rebirth from a long sleep. In the 1920s, as African art became better known in Western art circles, West African cultural models gained importance for black American artists.
The signature artist of the renaissance was Aaron Douglas, who turned away from traditional landscape painting after moving to New York City from Kansas and studying under the German immigrant Winold Reiss. Influenced by Art Deco, the flat profile designs of ancient Egyptian art, and what he called the abstract qualities of spirituals, Douglas created his own style of geometrical figural representation in dealing with Negro subject matter. His stylized, silhouette-like rendering of recognizably black characters, imbued with qualities of spiritual yearning and racial pride, became closely identified with the Harlem Renaissance generally. In his illustrations for James Weldon Johnson's book God's Trombones, Douglas transformed white Christian iconography by putting black subjects in central roles and evoking the identification of black Americans with the suffering of Jesus. In the 1930s he turned more specifically to the collective historical experience of African Americans, his work subtly inflected with a new Marxist orientation, as in his well-known mural series Aspects of Negro Life (1934).
Despite Douglas's importance, most black artists of the 1920s spent little time in Harlem. Paris was the mecca of black painters and sculptors in that decade. Yet traveling exhibits and contests in the United States encouraged black artists in the late 1920s and early '30s. Notable figures include the painter Palmer C. Hayden, who interpreted black folklore and working-class life; Archibald J. Motley, best known for his paintings of urban black social life and his realistic portraits of refined New Negro types; Augusta Savage and Richmond Barthé, both sculptors; and other visual artists such as Sargent Johnson, William H. Johnson, Hale Woodruff, Lois Mailou Jones, and James VanDerZee. Many of these artists produced their best work in the 1930s and helped cultivate the next generation. The Great Depression forced many artists to return home from Europe and brought them together in a critical mass previously unknown. New York City became in the 1930s a centre of art education with new galleries, schools, and museums, including the Museum of Modern Art, which had been founded in 1929. Most important for aspiring black artists were the School of Arts and Crafts, founded by Savage, and the Harlem Community Art Center, of which Savage served as the first director after its creation in 1937 with Works Progress Administration (WPA) aid. In the middle and late 1930s, federal arts projects under the New Deal provided an unprecedented level of encouragement to the development of black artists and helped start the careers of a new generation of artists that included Romare Bearden, Jacob Lawrence, and Norman Lewis.


The intent of this thesis is to examine high school and music demographic populations in the Minneapolis-St. Paul metropolitan area to determine if the demographics in high school music courses reflect the same demographic distribution in the total school population. Data were compared on these student populations using the federal No Child Left Behind racial indicators which allowed for the data to separate into five demographic groups: (1) American Indian, (2) Asian, (3) Hispanic, (4) black, and (5) white. Demographic data were examined based on a school’s region designation, an aggregate minority population percentage, and individual music course offerings at a school, if reported.
Data from thirty-one districts representing forty-seven high schools were collected representing three regions of Minnesota: urban, suburban, and out-state. Data on music enrollment numbers and demographic percentages were collected from the individual districts and schools, while total school enrollment numbers and demographics were collected from the Minnesota Department of Education for the year 2009.
Results of this study mirrored what researchers had found in other states: Minority students, especially black and Hispanic, are not enrolled in elective music courses in representative percentages based on the school population. Furthermore, this demographic study ascertained that representative minority populations are not electing to participate in high school music based on many schools’ antiquated model of music education that looks strikingly similar to the high school music programs of the mid-twentieth century.
The purpose of this research is to aid high school music educators and school administrators gain a clearer understanding of the population trends in music courses both in their own school or communities and in the state of Minnesota. This study should also serve as a spring board for further research into how certain demographic groups can be reached through specific course offerings or musical opportunities and teaching methods.


from The American Heritage® Dictionary of the English Language, 4th Edition
- adj. Of, relating to, or constituting the basic, essential, or fundamental part: an elementary need for love and nurturing.
- adj. Of, relating to, or involving the fundamental or simplest aspects of a subject: an elementary problem in statistics.
- adj. Of or relating to an elementary school or elementary education: the elementary grades; elementary teachers.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- adj. Relating to the basic, essential or fundamental part of something.
- adj. Relating to an elementary school.
- adj. Relating to a subatomic particle.
- adj. Sublunary; not celestial; belonging to the sublunary sphere, to which the four classical elements (earth, air, fire and water) were confined; composed of or pertaining to these four elements.
from the GNU version of the Collaborative International Dictionary of English
- adj. Having only one principle or constituent part; consisting of a single element; simple; uncompounded.
- adj. Pertaining to, or treating of, the elements, rudiments, or first principles of anything; initial; rudimental; introductory.
- adj. Pertaining to one of the four elements, air, water, earth, fire.
from The Century Dictionary and Cyclopedia
- Pertaining to or of the nature of an element or elements; primary; simple; uncompounded; incomplex: as, an elementary substance.
- Initial; rudimental; containing, teaching, or discussing first principles, rules, or rudiments: as, an elementary treatise or disquisition; elementary education; elementary schools.
- Treating of elements; collecting, digesting, or explaining principles: as, an elementary writer.
- Of the nature of an infinitesimal element or part.
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- adj. of or being the essential or basic part
- adj. easy and not involved or complicated
- adj. of or pertaining to or characteristic of elementary school or elementary education
Sorry, no etymologies found.
The phrase is not stronger than that with which the Grammar of Science challenged the fight: Anything more hopelessly illogical than the statements with regard to Force and Matter current in elementary textbooks of science, it is difficult to imagine, opened Mr. Pearson, and the responsible author of the elementary textbook, as he went on to explain, was Lord Kelvin himself.
Strictly speaking, the term elementary as applied to most of the particles in the nucleus is inaccurate, for scientists now believe that all the particles except electrons are made of still more elementary particles called quarks.
The hackers, who call themselves LulzSec, said they pulled off what they described as an elementary attack to highlight Sony's "disgraceful" security.
Specifically, there aren't enough students in elementary and high school with an interest in STEM and there aren't enough university graduates in STEM to fill current and future open positions.
As well, we need more Catholics who believe along the lines of Fr. Schall in elementary and high school administration.
In rural Mali, many people speak and learn to write only Bambara in elementary school.
However, while in elementary and middle schools there is absolutely no need.
The “Ishikawa Children Comprehensive Act” [ja, pdf] Article 33 reads “Guardians must try not to let their students who are in elementary, middle, and specially supported schools have cell phones except in case of disaster prevention, crime prevention and any other special purposes.”
One is in elementary school and one is in middle school.
I mentioned this before, but I recently realized that my attraction to zombie movies is I used to have recurring dreams, when I was in elementary school, where the entire world had either become zombies or vampires - my parents, my neighbors, every single person I ran across - and I was the only person left.


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An artistic approach to education
On a recent Friday, a group of tenth graders from Oakland High School prepare to start their weekend with a field trip to the Oakland Museum of California. A mob of loud and animated students cram into a bus. When we reach our destination, the pupils rush off the bus and dash up the steps to the museum.
We tour the exhibit that celebrates Dia de Los Muertos and then find ourselves exploring a show about 1968, a tumultuous year in American history. Some of the artwork resonates with students and makes them think about their own community; one of the students sees a Brett Cook piece about Little Bobby Hutton and the accompanying quote: “We want land, bread, housing, education, clothing, justice, and peace.”
Bobby Hutton was killed by Oakland police at the age of 18. He was one of the first members of the Black Panther Party and this altar is dedicated to him. The student remarked that the piece “shows how the community can work together and put a beautiful art piece like this together.”
Another student, Ashley Gaines, was impressed by the stories in the 1968 exhibit “because it has a lot of places where I can learn more and experience what they were going through.”
This field trip provides an example of an alternative way of educating students.
“Students are able to learn through other modes, in art class,” says Daniel Spinka, co-director of Oakland High School’s Visual Arts & Academic Magnet Program, or VAAMP. “The kids need an outlet – a visual outlet or a hands-on outlet – that’s kind of where I come from as a teacher.”
Spinka wants to make students feel self-worth and capable of success. “I want my kids to walk away knowing they can succeed, knowing that even if they’re that kid that dropped out or even if they had a low GPA or whatever it might be, that they have the tools to succeed,” he says.
The students call themselves “VAAMPERS”. Jesenia Garcia is one of them.
“It’s a really good academy because you really get to express your feelings in art and even if you can’t draw, like I can’t really draw, they’re not going to be like, ‘Oh, you can’t draw get out of VAAMP.’ That’s why you’re there to learn,” she says.
“I struggled a lot at home, so I started putting myself into artwork, and I really enjoy painting, so I got really focused into that,” says another VAAMPER, Carifer Rodriguez
Despite the passion art fuels, teacher Spinka says funding is in short supply.
“Our department hasn’t received any funds for supplies in over three years and that’s hard,” says Spinka. “You can only scrape up as much as possible before you have your basic needs that need to be met. So you know, it definitely gets challenging.”
You can see some of those challenges on this field trip. There were no big yellow buses waiting to drive us to the museum today. Instead, the students, instructors, and I had to walk down the block to the AC Transit stop and get on the number 18 bus.
Art programs are being cut across California and they are often the first thing to go when budgets get tight, but by talking to students and listening to teachers, this cultured curriculum clearly has a powerful impact on these teens. Despite the cuts, creative teachers like Daniel Spinka will continue to find ways to give kids an art education.
Alexandra Shepperd is a student reporter at Mills College in Oakland.


Majors > Communication
Most people are born with the ability to acquire good communication skills and the communication program can help students realize their full potential.
Communication, by its very nature, is interdisciplinary, requiring a broad understanding of human behavior; an awareness of the vast diversity, as well as the strong similarities, among humans and human cultures; the global nature of how humans are connected to each other; and the critical need to communicate accurately and ethically.
The goal of the USAO communication program is to teach students how to increase shared understanding-- whether interpersonally, in small groups, in a public forum, or among millions through the mass media. Rather than the narrow view of a specialist, today’s communication graduate must develop a broad perspective that allows him or her to create effective messages in oral, written, and visual form. This is the focus of the USAO program as students learn how, why, and with what effects humans communicate.
The curriculum is based on journalistic principles grounded in research and ethical application of theory in real-world situations. Courses in news reporting, public relations, public speaking, small group dynamics, mass media, graphic design, and photography prepare students for careers in virtually any arena or further study on the graduate level. In addition to the core communication courses that are required of all communication majors, the department also offers special topics and workshops that are generated by the interests of both students and instructor, such as broadcast production, television programming and humor in communication.
Note: Items on this page and page links are intended for informational purposes only. Please consult the current USAO catalog for actual class requirements for this or any other major field of study. Current USAO students should consult their advisor.
Visit THE TREND- USAO's student newspaper online
Career PossibilitiesAdvertising, Graphic Design, News Reporter, On-Air Talent, Public Relations, and Public Speaking
- American Indian Studies
- Deaf Education
- Early Childhood Education
- Elementary Education
- Natural Science
- Physical Education
- Political Science
- Speech-language Pathology
- Teacher Certification- Art
- Teacher Certification- English
- Teacher Certification- Math
- Teacher Certification- Music
- Teacher Certification- P.E.
- Teacher Certification- Science
- Teacher Certification- Social Studies
- Theatre Arts
The Division of Arts and Humanities
1727 West Alabama
Chickasha, OK 73018-5322
Interdisciplinary Studies (IDS)


A self-styled "blueprint for success," by a former education writer for the New York Times, author of several education-related books, including Don't Blame the Kids, 1981. Maeroff warns parents to step into their children's education early: "students who do poorly in elementary school enter secondary school at risk, and there is a good chance that they will take that disadvantage with them when they reach college--if they get that far." In fact, he quotes "some experts" who say, "By the age of six, a child's whole future is determined." Overlooking this hard-sell premise, the information assembled here is useful if not ground-breaking. Maeroff gives parents concrete ways to enhance their children's education ("read, read, read"), listing appropriate books for each age group, addresses for follow-up resources and organizations, and, especially, lists of specific skills and knowledge a child is expected to master by grade and by subject. In addition, he offers commonsensical advice on how to deal with teachers and staff, organize homework and after-school activities, cope with TV, and prepare a child for school. He is weakest in discussing the preschool years, where quality is hard lo define and harder to find. If not a blueprint, at least a user manual for an elementary education.


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Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Hey Diddle, Diddle! Generating Rhymes for Analogy-Based Phonics Instruction
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Three 30- to 75-minute sessions|
MATERIALS AND TECHNOLOGY
- Sometimes I Like to Curl Up in a Ball by Vicki Churchill and Charles Fuge (Sterling Publications, 2001)
- Chart paper, writing paper, and pencils
- Pocket chart
Grades K – 2 | Student Interactive | Learning About Language
Using Construct-a-Word, students learn letter-sound correspondence by combining a beginning letter or blend to a word ending to create words.
- The Letterbox Lesson: A Hands-on Approach for Teaching Decoding (IRA, 1999)
- Rhyming Picture Cards
- "Hey Diddle, Diddle" or other poems that rhyme
- A Rhyme a Week: Nursery Rhymes for Early Literacy
- Guided Reading and Leveled Readers
- Running Records
|1.||Copy the poem "Hey Diddle, Diddle" onto poster-size chart paper.
|2.||Print the Rhyming Picture Cards and cut out the pictures. You might laminate the sheets before cutting to make the cards more durable for student use.
|3.||Create two word frames to isolate words on the poster-size chart paper. These word frames will help to show visually similar rhyming words.
|4.||Obtain a copy of the book Sometimes I Like to Curl Up in a Ball by Vicki Churchill and Charles Fuge to use for guided reading. If you are not able to locate a copy of this book, you may select another book that fits the reading level of your students and uses the words or word patterns learned during the lesson.
|5.||Gather other developmentally appropriate books or leveled readers for guided reading during the lesson.


During Fall 2004 and early Winter 2005, the Colorado State Library, with the involvement of key library leaders, initiated a statewide effort to help libraries improve their services in early literacy. The project was based on the Every Child Ready to Read @your library campaign, an early childhood initiative of the Public Library Association and the Association for Library Service to Children.
As part of this project, seven early literacy workshops were held across the state. They covered current research on early literacy development and presented examples of the development of the six early literacy skills. The workshops were conducted by Renea Arnold, Early Childhood Resources Coordinator, Multnomah County Public Library, Oregon, and Bonnie McCune, Library Community Programs Consultant, Colorado State Library. Approximately 125 individuals received the training.
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(: Dear Jyoti, Is this what you want? The top template is what I have done. Delete it if this is not what you are trying. Warm Wishes from back in India. Gita Gita Mathur 05:00, 5 February 2009 (UTC))
|Welcome to the Non-Formal Education Movement|
|Reaching the Unreached|
|Introduction | FAQ's|
What is Non Formal Education
'Learning', largely is associated with formal schooling, besides, this can also take place through two other channels of education : incidental and non-formal mode of education.
- Incidental Education: As the terms refers to incidental learning that occurs automatically during the process of daily life, or as result of what an individual absorbs from the environment in which s/he lives or grows up.
- Formal Education: As we all know, formal education is confined to school education or mainstream education, which is a deliberate, significant and widely adopted mode of education.
- Non-formal Education: The non-formal education, on the other hand, is an arranged system which is offered at places, time covenient to learners and also according to their social context.
Why Non-Formal Education?
The basic purpose of non-formal education is education for better living to be imparted outside the bureaucratic structure of the formal educational system. The objectives of non-formal education are hence clustered around drop-outs from formal education, functional illiterates, unemployed or under-employed youths and adults. However, one also needs to realize that the non-formal system of education is not a counter activity in opposition to formal education, but it is meant to complement the formal system of education. The following are some of the objectives of non-formal education.
- To educate the drop-outs from formal educationrmal education.
- To prepare individual for self-employment.
- To provide life-long education.
- To raise the social and scientific awareness.
For Whom Non-Formal Education?
One may always wonder who needs non-formal education? This probably may be due to the accustomed view that education means a process that takes place within the four walls. Each one of you or most of you may have come across friends in your life who had to opt out of the formal system of schooling due to various reasons. The probability of not being able to cope with the formal schooling is noticed more in the developing countries. The reasons why mainstream education or formal education does not succeed in terms of catering to the educational needs of an universal population are many. Exploring and summarising these reasons could be an interesting activity.
By tracing yours or others experiences, one may realize there is a need for certain pattern of education that reaches those who are unable to attend school. The non-formal education is a form of education that gears to needs of these section, by making itself available according to their requirements.
In other words, this alternative is accessible for those
- Who have dropped-out from the formal schools
- Who cannot afford to go to formal schools
- Who are presently out-of school
- Who would like to join back the mainstream
Initiatives in Non Formal Education
Several intiatives have been taken so far, especially in the developing countries to impart non-formal education in order to meet the educational demands of the diverse population within their country.
Lets look at India. Eversince, India got independence, tremendous have been made to attain Universalisation of Elementary Education. We have been successful so far in increasing the enrollment rates and retention rates. Yet, certain section of the population have not been able to join the mainstream education due to various reasons. For instance, children of the migrant workers, seasonal workers like those employed in the Sugarcane factories, brick workers, those working at the salt fields do not find the formal system of education covenient for their children. It may be surprising to some as to why do they not find the formal schools convenient? Lets look at the following case-study to find answers to this question.


In most classrooms across America, there’s not much science happening. There’s a lot of reasons. For one thing, in the early elementary years, so much time is spent on reading and literacy development, there’s little time left for everything else. And because most elementary teachers don’t have a strong science background themselves, they’re often afraid to tackle the subject. Finally, to make science hands-on and interactive, it takes time and money to research and gather materials. How many teachers and parents have time for that?
Research suggests that most schools don’t seriously teach science until about third grade. It also suggests that by fourth grade, most students say they hate science. Why? Their exposure has been limited to reading assignments in traditional texts and then answering questions at the end of the chapter. How boring is that?
Let’s face it. Learning about science is like driving a car or learning to water ski! Granted you need to study the subject, but it’s not fun or often meaningful until you get in and do it!
To address these issues, the Quirkles® were created. The Quirkles® are 26 imaginary scientists that help children everyday, all over the world, develop a love and appreciation for science. They offer a fresh new way to integrate literacy and science at school, for educational programs, or at home. Vocabulary builders, two related science experiments, and a character education lesson are also included in each of the 26 alphabet-series books. The Quirkles® create enthusiasm and excitement for reading and science through whimsical illustrations, alliteration of the specified letter, and fun hands-on science.
The Quirkles® offer a multitude of differentiated learning opportunities for older/more advanced students as well. The science concepts are robust and can be taught in such a way to be challenging throughout upper elementary grades. From an introduction and shared reading experience for the youngest learners, to an independent reading or mentoring experience that more heavily emphasizes science for older children, the Quirkles® offers something for everyone
I care for Apple Jacks a great deal. Co-op member Co-op member :)
Location: The little critters of nature... They don't know that they're ugly!
These look really cool, and I wish the books weren't so expensive! A couple of days ago I went to the ABQ library website and suggested that they purchase the set. I wanted to encourage anyone else who'd like to get their hands on them without spending hundreds of dollars to do the same, if you've got a minute! Here's the link: https://albuq.cabq.gov/acquire


Right To Education (RTE) Act, 2009
Right of children to Free and Compulsory Education Act
Provides for free and compulsory education to all children of the age of six to fourteen years
The Right of children to Free and Compulsory Education Act came into force from April 1, 2010. This is was a historic day for the people of India as from this day the right to education will be accorded the same legal status as the right to life as provided by Article 21A of the Indian Constitution. Every child in the age group of 6-14 years will be provided 8 years of elementary education in an age appropriate classroom in the vicinity of his/her neighbourhood.
Any cost that prevents a child from accessing school will be borne by the State which shall have the responsibility of enrolling the child as well as ensuring attendance and completion of 8 years of schooling. No child shall be denied admission for want of documents; no child shall be turned away if the admission cycle in the school is over and no child shall be asked to take an admission test. Children with disabilities will also be educated in the mainstream schools. The Prime Minister Shri Manmohan Singh has emphasized that it is important for the country that if we nurture our children and young people with the right education, India’s future as a strong and prosperous country is secure.
All private schools shall be required to enroll children from weaker sections and disadvantaged communities in their incoming class to the extent of 25% of their enrolment, by simple random selection. No seats in this quota can be left vacant. These children will be treated on par with all the other children in the school and subsidized by the State at the rate of average per learner costs in the government schools (unless the per learner costs in the private school are lower).
All schools will have to prescribe to norms and standards laid out in the Act and no school that does not fulfill these standards within 3 years will be allowed to function. All private schools will have to apply for recognition, failing which they will be penalized to the tune of Rs 1 lakh and if they still continue to function will be liable to pay Rs 10,000 per day as fine. Norms and standards of teacher qualification and training are also being laid down by an Academic Authority. Teachers in all schools will have to subscribe to these norms within 5 years.
The National Commission for Protection of Child Rights (NCPCR) has been mandated to monitor the implementation of this historic Right. A special Division within NCPCR will undertake this huge and important task in the coming months and years. A special toll free helpline to register complaints will be set up by NCPCR for this purpose. NCPCR welcomes the formal notification of this Act and looks forward to playing an active role in ensuring its successful implementation.
NCPCR also invites all civil society groups, students, teachers, administrators, artists, writers, government personnel, legislators, members of the judiciary and all other stakeholders to join hands and work together to build a movement to ensure that every child of this country is in school and enabled to get at least 8 years of quality education.
Benefits of Right to Education Act, 2009
RTE has been a part of the directive principles of the State Policy under Article 45 of the Constitution, which is part of Chapter 4 of the Constitution. And rights in Chapter 4 are not enforceable. For the first time in the history of India we have made this right enforceable by putting it in Chapter 3 of the Constitution as Article 21. This entitles children to have the right to education enforced as a fundamental right.


Teach children the power of activity!
Teaching children physical education fulfills a unique role in their overall development.
Learn activities and games that provide kids with the knowledge, skills, and attitudes necessary for a healthy lifestyle. You'll learn from professors such as Kathy Haas, who says, "Our vision is to communicate the importance of balancing a healthy lifestyle that includes exercise, physical activity, or just play - a challenge in today's society!"
In addition to the Teacher Education Candidate Proficiencies, physical education candidates demonstrate their ability to develop and plan physical education curriculum (K-12) that includes developmentally appropriate instructional strategies targeting state and national standards.
"I know this is where I belong."
- Hannah McCormish
Elementary Education, 2012
A major in Physical Education consists of the following:
- PE 215 - Anatomical Structure and Function
- PE 265 - Introduction to Fitness, Physical Education, and Sport
- PE 282 - Individual Sport Instruction
- PE 283 - Team Sport Instruction
- PE 284 - Dual Sport Instruction
- PE 320 - Physical Education for Children
- PE 332 - Motor Behavior
- PE 345 - Sociology of Sport
- PE 383 - Curriculum and Instruction in Physical Education
- PE 424 - Adapted Physical Education
- EXSC 313 - Kinesiology
- EXSC 413 - Physiology of Activity
- HED 220 - Core Concepts of Health
- BIOL 273 - Introduction to Human Biology
Professional education courses totaling 35 hours are also required for licensure:
- EDUC 112 - Foundations of Education
- EDUC 232 - Psychology of Human Learning
- EDUC 262 - Instructional Technology
- EDUC 312 - Principles of Secondary School Instruction
- EDUC 357 - Content Reading Strategies
- EDUC 405 - Applied Instructional Technology
- EDUC 415 - Assessment in Education
- EDUC 460 - Student Teaching Seminar
- EDUC 472 - Teaching Physical Education in the Secondary School
- EDUC 495 - Multi-Age (PreK-12) Student Teaching
- SPED 243 - Inclusion and the Schools
- Valid Red Cross First Aid & Safety Certification is also required.
Acquiring licensure in both Physical Education and Health Education:
Acquiring licensure in both Physical Education and Health Education is an option that may enhance employability, particularly in the state of Ohio. With the following additional courses, a student will receive health education licensure valid for teaching health education in PreK-12. Careful planning with the academic advisor is encouraged. Two additional semesters will be required in order to complete both licensure programs.
- HED 200 - Philosophy and Foundations of Health Education
- HED 300 - Community and Consumer Health
- HED 330 - Organization of School Health: PreK-12
- HED 342 - Introduction to Illness and Diseases
- HED 361 - Drug Education
- HED 425 - Health and Sexuality Education
- HED 431 - Program Planning and Evaluation
- HED 442 - Biostatistics and Epidemiology
- EDUC 245 - Teaching the Young Child
- EDUC 436 - Methods and Materials in Health Education


Advocacy Letter Writing Tips
- Keep it short and simple.
- Make it personal. Stories are more memorable than statistics.
- Request a specific action at the end of the letter
Who to Write
Education is under provincial jurisdiction in Canada and the curriculum is overseen by the province. Here is some contact information. School trustees are very important at the local level. Be sure to get to know yours and look for opportunities to connect and present your views at your local school board.
Member of Provincial Parliament (MPP) or Member of Legislative Assembly
(MLA) To find your MPP or MLA follow these 2 steps:
Find your electoral district: http://www.elections.ca/home.asp
Find your current MPP or MLA by province: http://www.canadaspeaks.ca/resources/find-your-mpp/
Minister of Education
Find your Minister of Education: http://www.cmec.ca/Pages/Default.aspx
Find contact information for your premier: http://canadaonline.about.com/cs/premiers/a/writepremiers.htm
It is also recommended that you not only contact elected officials, but officials of other parties as well. Election time is an excellent time to communicate your message. Read below for election specific tools
Face to Face Meetings
A meeting with an elected official can be useful in getting active interest. If the official is unavailable, meeting with their staff is acceptable. Here are some tips:
- Be prepared with what you are going to say and stick to your points (having it in writing will help)
- If possible, invite a music teacher or administrator to join you in the meeting.
- Don’t feel intimidated as you may be the expert in the situation.
- Bring a pamphlet or brochure about Music Education to leave with the official (Click Here to order some)
- When possible, end the meeting with an invitation to a school music event.
- After your meeting, follow-up with a note of gratitude restating your concerns.
A telephone call can also be worthwhile. If the official is unavailable, talking with their staff is acceptable. Follow the tips given for face to face meeting, mailing supplementary information to their office.
During an Election
Candidates are always eager to meet with constituents to hear their concerns. You can find out who your candidates are by first identifying your riding at www.electionscanada.ca and entering your postal code. Research all the parliamentary candidates:
- Find out if they and their party have ever said anything regarding music education
- Do they have a personal connection to music education and/or music?
Writing to Your Candidate
Candidates want to hear what you care about.
- Many candidates do door-to-door campaigns. Be prepared with some carefully prepared questions.
- Participate in online, television and radio forums and find out in advance if music education will be an appropriate topic to raise.
- Send a copy of your letters to your local newspaper
- Once an official is elected, send a note of congratulations and request a meeting so you can build a relationship to help bring awareness about music education. This relationship is also good for future invitations to recitals and music events.
Plan a Fundraiser for the Coalition for Music Education
Are you interested in planning an event or fundraiser for the Coalition for Music Education in Canada to bring awareness to the importance of Music Education?
Even if you don’t have experience with event planning, all you need is energy and enthusiasm to make it happen! You can organize talent shows, musical car washes, musical bake sales, or any other creative idea that highlights music education!
Need some help getting started? We’re here for you! Call or e-mail us, we’re happy to talk about your fundraising ideas and can provide you with a number of different resources (including films, flyers designs and other helpful information) to help you plan your event.
We want to hear about your event! Share you idea with others, help inspire our community. Please be sure to submit a blog post, with images, video and your story about why you did an event and how it impacted the people around you.


A child is never too young to be introduced to a love of reading. Even the youngest babies will gradually come to associate books with the soothing sound of a parent’s voice. By establishing reading time as an enjoyable time, a parent is helping to jump-start a lifetime of reading and learning.
Numerous studies have identified the many benefits of early literacy development — benefits that last throughout childhood and beyond:
Expanded vocabulary and writing skills.
Healthy social and emotional development.
Longer attention spans, promoting better retention of information in school.
Enhanced imaginative and critical thinking skills.
A sense of closeness and intimacy between parent and child.
Enhanced memory and higher levels of concentration.
Parents, being the primary role model, have a wonderful opportunity to read nightly to their children and instill an interest in reading and a love for stories.
Fortunately, a deployed parent can still read a story to their child nightly through a service provided by the online children’s book service, A Story Before Bed.
Jackson Fish Market, the creators of the online service, are giving away 100,000 free children’s books online to deployed and deploying parents serving in the U.S. Armed Forces.
Jackson Fish Market launched A Story Before Bed as the first and (still) only service that lets parents and grandparents record videos of themselves reading children’s picture books to their kids. Children can watch the stories in a Web browser or in the exclusive A Story Before Bed app for the iPad, iPhone or iPod Touch.
Military parents can register for a free subscription on the A Story Before Bed website at http://www.astorybeforebed.com/military. They’ll receive a free subscription, which entitles them to record any of 25 books currently included in the “subscription collection.” Recordings combine a video of the reader along with full screen images of the pages of the book being recorded. The video and audio are synchronized to the pages of the book, allowing the viewer to jump to any part of the book, or have a page reread to them as often as they like. If a child is at a reading level where he/she is reading aloud, the child can read the book and the deployed parent can watch and see the reading progress. Recordings are accessible indefinitely, even after the subscription period runs out.
In early testing of the program, Jackson Fish Market has already given away 3,400 recordings. The company is asking its fans for help giving away the remaining 96,600 recordings by getting the word out via Facebook, YouTube, and other social media outlets.
Your recording can also be shared on those outlets for family to view.
Additionally, parents preparing for deployment can utilize the service “United Through Reading,” available at the Naval Base Ventura County Fleet and Family Support Center. Parents can choose from a selection of available books, read the book aloud, have an FFSC staff member video record the reading, and take the DVD and book home to your child. Your child can view the DVD as many times as he/she would like and read along with the book in hand. Please contact the FFSC at 982-5037 for more details.
As the holiday season approaches, an amazing gift that a parent can give a child is the gift of reading. A child’s interest and love for reading will greatly benefit academics and well-being.
— For any K-12 education-related questions, contact the NBVC school liaison officer at 989-5211 or email@example.com


The Early Learning Program Guide is an important part of Saskatchewan’s early childhood development initiatives. The Guide affirms the importance of high quality learning experiences for all Saskatchewan children during their preschool years – three to five years of age.
Le Guide du programme d’apprentissage pour la petite enfance est une partie importantedes initiatives de développement de la petite enfance en Saskatchewan. Le Guide affirme l’importance d’offrir des expériences de haute qualité à tous les enfants de la Saskatchewan durant leurs années préscolaires, soit de trois à cinq ans.
To order your copy of the Early Learning and Child Care's Play and Exploration: Early Learning Program Guide, complete this form and submit to the Ministry of Education.
This comprehensive list contains literature that was researched to develop Play and Exploration. The literature included for early learning and child care, literacy, curriculum and other resources that may be helpful to instructors and families.
The Into Practice Series are supplementary resources that expand upon the major components in Play and Exploration: Early Learning Program Guide. The Into Practice booklets offer additional background information and ideas for implementation in early learning and child care programs.
A companion booklet to Play and Exploration: Early Learning Program Guide.
This booklet provides information specific to the unique learning needs of infants and toddlers. The booklet also includes a disc which contains slideshows highlighting environments and invitations for learning for these young children.
Creating Early Learning Environments is another booklet in the Into Practice series of supplementary web-based resources. This booklet expands on the principle of stimulating and dynamic environments. It provides key ideas to creating indoor and outdoor learning environments that accommodate the social-emotional, physical, intellectual, and spiritual aspects. There are suggestions for creating invitations and experiential centres. Each section offers educators 'Time to Reflect' pages.
Leading for Change is the first in the Into Practice series of focused resources. This booklet supports early childhood education leaders to implement the Guide. It provides key ideas on adult learning and change, practical suggestions and resource sheets.
Your Child and Early Learning brochures are designed to familiarize families with Play and Exploration: Early Learning Program Guide. The brochures also include ideas to help families support their children's learning at home and the community.
This brochure focuses on the concept that preschool aged children learn best through play and describes how play helps children learn the skills they need to do well in school. It explains what you will see in child care centres and homes, preschools and Prekindergarten programs to support your child’s learning.
This brochure describes early learning environments that enhance your child’s learning experience through the arrangement of space, quality of furnishings and selection of materials. It describes what you will see in child care centres and homes, preschools and Prekindergarten programs that provide children with opportunities for many different learning experiences.
This brochure focuses on the importance of warm positive relationships between adults and children as the heart of healthy social-emotional development. It provides ideas for home and what can be expected in child care centres and homes, preschools and Prekindergarten programs to support children’s social-emotional development.
This brochure defines language and literacy development and describes its importance for young children. There are things to do at home and connections to more information for promoting language and literacy development. It also provides guidelines of what should be seen in child care centers and homes, preschools and Prekindergarten programs to support children’s language and literacy development.


Laura Bush (1946-) was an American first lady and the wife of George W. Bush, 43rd president of the United States. As a former public shool teacher and librarian, Laura Bush championed the causes of education and literacy before and during her time in the White House. As first lady, she helped create the National Book Festival and later founded the Laura Bush Foundation to provide funding for America’s libraries.
Laura Bush, born November 4, 1946 in Midland, Texas, U.S. as Laura Lane Welch, was an American first lady (2001–09), and wife of George W. Bush, 43rd president of the United States.
Laura Welch was the only child of Harold Welch, a home builder, and Jenna Hawkins Welch. Her parents placed a high priority on Laura’s education and fostered her interest in reading. She attended public schools in Midland, Texas, and graduated from high school in 1964. After earning a bachelor’s degree in elementary education from Southern Methodist University in 1968, she taught in public schools in Dallas and Houston. She received a master’s degree in library science from the University of Texas in 1973 and later worked as a librarian in Austin.
Following her marriage to George W. Bush on November 5, 1977, Laura devoted her time to volunteer work and homemaking. Twin daughters, Barbara and Jenna, were born in 1981.
After George was elected governor of Texas in 1994, Laura raised her profile, working to improve literacy and raising funds for public libraries. Notably, she sought to raise statewide literacy in collaboration with her mother-in-law, Barbara Bush, and the Barbara Bush Foundation for Family Literacy. Laura initiated the Texas Book Festival, which raised nearly $900,000 for Texas public libraries during its first four years. She also promoted breast cancer awareness and women’s health issues.
In 1999 George announced his candidacy for the Republican Party presidential nomination. Although Laura initially resisted giving public campaign speeches, she became an avid campaigner, even addressing the Republican National Convention in July 2000. When she was asked whether she would emulate the activist first lady model of Hillary Rodham Clinton or the more traditional model of her mother-in-law, Laura demurred, implying that she would define the role for herself. Shortly before entering the White House, she admitted in a televised interview that she opposed overturning Roe v. Wade, although her husband had advocated overturning it.
As first lady, Laura traveled solo to Europe, spoke on radio (in the president’s place) in support of the Afghan people, and agreed to testify before a Senate committee on education. In a more traditional vein, she also organized a national book fair featuring American authors, started the Laura Bush Foundation to raise funds for libraries, and won praise for her efforts to comfort victims of the September 11 attacks of 2001. She garnered some criticism in February 2003 when she canceled a poetry event at the White House after she learned that some of the invitees planned to make public their opposition to the forthcoming war against Iraq. Overall, however, her popularity remained high.
As an honorary ambassador for the United Nations Decade of Literacy, Laura hosted the Conference on Global Literacy in September 2006. In December 2008 she received the Freedom Award from the relief organization Christian Freedom International.


|How do I know if my child is ready for Kindergarten?|
Kindergarten ReadinessKindergarten is where most children learn to read and write. Though some kids can do this before entering kindergarten, it is not required or expected. Being ready for kindergarten means having well-developed preschool skills, and being academically, socially, and physically ready for the transition. Here are some signs that your child is ready for kindergarten:
Academically (pre-reading skills)
• Can retell a simple story
• Speaks in complete sentences of 5-6 words
• Writes name or recognizes letters in name
• Feels comfortable in a group
• Asks for help when needed
• Knows personal information (name, age, gender)
• Exhibits fine motor skills (holds pencil, traces shapes, buttons shirt, etc.)
• Exhibits motor coordination (rides a bike with training wheels, hops, skips)
• Manages bathroom needs
Is my child ready?
Most children start kindergarten at age 5. If your child’s birthday falls in late spring or summer and will have just turned 5 at the beginning of the school year, or if you feel your child would benefit from another year of preschool, you might consider waiting until the next academic year.
Consider your child’s academic skills, but also his or her temperament. Remember that if your child is on the older or younger end of the class, this has an impact not only on kindergarten, but also on middle school, high school, driving, and college. If he is the youngest in his class now, he will be then, too!
When in doubt
• Discuss your concerns with your child’s preschool teacher.
• Discuss your concerns with the future principal and kindergarten teacher
• Tour the school and observe a kindergarten classroom
• Trust your instincts! You know your child best. Listen to others, think about your child,
and then go with your gut
For more information about early literacy development, visit
|Created at 4/25/2008 9:12 AM by kmolnar|
|Last modified at 2/24/2009 2:36 PM by kmolnar|


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From the Publisher
"This is a valuable addition to any K-6 school library media center or professional development library where there is an interest in cross-disciplinary lessons complete with a library or information literacy component."
"For teachers of primary, elementary, and middle school grades, teachers and storytellers Norfolk et al. present 64 essays, lesson plans, and activities designed to enhance literacy development using storytelling. The contributing teachers and storytellers, who are mostly from the US, also discuss key aspects of speaking and listening, reading and writing, visual literacy, and information literacy, and provide plans that address national standards, assessment, using puppets, ESL classes, integrating art, rhythm, and movement, vocabulary, using picture books, and other ideas."
Reference & Research Book News
"This excellent essay collection connects storytelling to music, poetry, art, social studies, math, science, and physical education and provides sample stories and hands-on lesson plans for pre-school through middle school-plus classrooms. . . . It is a fascinating collection with useful, creative surprises for classrooms and library programs."
"Educators at any level will find this book a valuable resource to guide them in crafting lessons rooted in storytelling. For schools looking for innovative ideas, the editors offer a tried and true way to engage students. For teachers desiring to hone their personal storytelling skills the book provides multiple opportunities with strong educational underpinnings. Recommended."
Library Media Connection
"This work has very original, stimulating material principally for classroom teachers, but it could have relevance for teacher librarians and for public librarians conducting holiday programmes for children and early teens. Many of the discussions from the contributors offer inspiration and fresh approaches through a very wide interpretation of storytelling."
Australian Library Journal


Why music education? UCLA professor James Catterall led an analysis of a U.S. Department of Education database. Called NELLs88, the database was used to track more than 25,000 students over a period of 10 years. Catterall conducted a study and found that regardless of socioeconomic background, music-making students get higher marks on standardized tests. The study showed that students involved in music generally tested higher than those who had no music involvement. The test scores studied were not only standardized tests, such as the SAT, but also reading proficiency exams. The study also noted that the student musicians scored higher, no matter what socioeconomic group was being studied. So why not music education?
Having visited several classrooms, it appeared to me that in many cases, music education tended to begin in the third grade, for those that were fortunate enough to have a music instructor. Even then, the instructor was often stretched thin, being shared by several classrooms, and even several schools within a given district. (read more…)
In January, SmartBlog on Education launched a monthly education content award, recognizing content written by educators, for educators that inspires readers to engage, innovate and discuss.
The SmartBrief Education team consists of editors and writers who sift through thousands of sources each day, reading a variety of content, including blogs and commentaries written by you and your peers.
In an effort to recognize some of the innovative voices in the field — quick disclaimer: there is so much wonderful content out there that I’m sure we’ll miss some — we’ve asked our team to nominate their favorite content each month from which we’ll choose two winners for the Editor’s Choice Content Award. Read about our January winners.
In an era of education where much buzz surrounds student-driven learning, this month’s winners offer practical guidance for educators to help students succeed with collaboration, teamwork, flexibility, project management and more.
SmartBrief on EdTech recently polled readers about the state of foreign-language education in their schools and districts, asking if they feel students are being adequately prepared to join today’s global workforce. While nearly 48% said their language program is in need of improvement, the remainder of respondents said their school or district had either an adequate or a robust foreign-language program.
Respondents were again divided about how well technology tools are integrated into foreign-language instruction, with just under 14% saying that technology is fully integrated in the foreign-language classroom and close to 17% saying that technology is not used at all in foreign-language learning.
For those respondents using technology to enhance foreign-language instruction, software programs were the top choice with about two-thirds saying such programs are in use, while just under one-third said online courses are part of the lessons. However, other tech-based activities such as blogging and videoconferencing with native speakers or students in other countries were reportedly little used by our readers. (read more…)
SmartBlog on Education recently interviewed Todd Brekhus, a leader in technology-enhanced literacy solutions for more than two decades, about challenges in literacy education, personalized literacy and future trends in the field. Brekhus spent eight years in the classroom as a teacher, department chair and technology director and now serves as president and creator of myON, a business unit of Capstone. Here are some of his insights, based on his work with educators and school administrators.
As someone who has worked as a classroom teacher and a school administrator and also spent many years designing digital literacy solutions, what do you see as the top three literacy challenges facing students today?
My experiences as an educator and working within the education industry have shown repeatedly that the top three literacy challenges facing students today are access, interest and engagement. There are still so many classroom libraries or even school-wide and community libraries that have just one or possibly a few copies of any given book. (read more…)
How do you get student scientists in Ohio and California talking to each other and sharing the cool science they are doing in fifth grade? Creating cartoons with storytelling app Toontastic is one way to make this happen. Storytelling is a great way for students to share experiences, and this is the story of our experiment.
Mike Harms and I connected our classrooms from California to Ohio through a long distance storytelling project. Project PenPal was all about sharing science investigations through stories, using the iPad app Toontastic. In our two-month collaboration, students in Mike’s class in California shared cartoons they built explaining collages they were developing from images they captured with their microscopes. Students in my class in Ohio shared how they were following NASA instructions for building robotic hands. The fact that the classrooms were working on different content made the learning so much more powerful. As teachers, we were doubling up on content exposure through the project. (read more…)


ECE 538 Building Relationships with Diverse Families and Children. This course is an in-depth study of the relationship between families and schools in diverse communities. Topics addressed include discussions of major theories that support partnerships with parents; models for parent, school, and community partnerships; home, school, and community influences on children’s lives; parenting styles; family dynamics; parent education strategies; communicating with parents; and the rights and responsibilities of parents, children, and teachers. Experiences with young children and their families will be required.
ECE 539 Language and Literacy Development in the Young Child. A study is made of the current theories, research, and myths surrounding the development of language in the young child. Students will examine language programs and prepare appropriate language materials for preschool/primary children.
ECE 566 Growth and Development of the Young Child. An examination of theory and current research concerning the growth and development of the individual through the eighth year of life is made. The course attempts to relate theory and research to present concerns of individuals in the helping profession through the study of intellectual, psychological, and social interrelationships. Experiences in the procedures of child study is provided.
ECE 580 Theoretical Perspectives in Early Childhood Education. Study is made of the historical and philosophical roots of early childhood education from the middle ages to contemporary practice. An in-depth study of the ideas of Maria Montessori and Jean Piaget, the history of Head Start, and current trends in the field will be an integral part of the course.
ECE 581 Curriculum Development in Early Childhood Education. Study is made of the scope and sequence of learning experiences for young children. Current research on early childhood curriculum development and model programs is examined. The essential elements for kindergarten and prekindergarten are presented.
ECE 582 Current Practices in Early Childhood Settings. The course includes planning and developing materials and thematic units for use with young children. An in-depth study of the project approach is presented.


A new study found that respondents who reported more stress, especially in the areas of poor sleep and ill health, also had more complaints of tinnitus and hearing loss.
Travelers at Minneapolis-St. Paul International Airport (MSP) now have access to visual as well as audio paging services.
Researchers discover that bone-anchored hearing aids are an effective treatment for children with bilateral or unilateral hearing loss.
The National Association for Music Education, 75,000 members strong, is the newest sponsor of the American Speech-Language-Hearing Association's (ASHA) Listen to Your Buds (LTYB) campaign which educates children about how to use personal audio technology safely.
Researchers found that hearing loss in middle-aged adults is associated with being male, having a noisy job, and having certain cardiovascular disease risk factors.
There are many causes of temporary hearing loss, including noise exposure, ear wax, and middle ear infections.
People with untreated hearing loss lose as much as $30,000 in salary and wages annually, depending on their degree of hearing loss, according to the latest national study by the Better Hearing Institute (BHI).
New tree frog research providing insight into how humans auditory systems discern overlapping voices in a noisy environment.
I was told hearing aids won't help my hearing loss. Is that true?
Recent studies have yielded evidence that the human brain is sensitive to the effects of RF-EMFs from acute cell phone exposures and that further testing is warranted.
Unitron continues to grow office with new opening in Moscow, Russia.
Certain combinations of drugs have been found to be effective in protecting against permanent noise-induced hearing loss, even at lower dosages.
New research findings suggest that auditory neuropathy is not actually due to loss of neurons, as the name implies, but to loss of the inner ear sensory cells that drive them.
Learn the right questions to ask when selecting a hearing center, ear doctor, or hearing aid store to maintain the best hearing health.
NIDCD-funded researchers discover that sound therapy for tinnitus (ringing in the ears) can help people with hyperacusis to tolerate louder sounds.
Hamilton Relay, Telecommunications Relay Service (TRS) and captioning provider, will award 18 $500 scholarships for the 2011-2012 academic year.
The history of hearing aid technology has progressed over the years, from non-electric ear trumpets in the pre-electric age to today's sophisticated digital hearing aids that automatically analyze and process sound.
New research on glucocorticoids show they may help improve hearing but don't seem to be acting on inflammation, leading researchers towards new hearing loss treatments possibilities.
During February and March, Oticon will donate a portion of the proceeds from the sale of Agil hearing aids to the American Heart Association to fund life-saving research.
Nearly 70 genes in our DNA have been identified as causes for hereditary hearing loss so far, and many more gene candidates continue to be investigated.
Lack of funding leads to the cancellation of the 17th Annual Winter Deaflympics in Slovakia.
New research indicates older adults with hearing loss appear more likely to develop dementia and their risk increases as hearing loss becomes more severe.
The recent televised ABC experiment regarding discrimination against deaf or hard-of-hearing individuals provides an opportunity to educate prospective employers and human resource professionals about the potential that deaf and hard-of-hearing employees have.
A recent Danish study reveals that traffic noise increases the likelihood of having a stroke in people over 65.
I have difficulty hearing on the telephone. Will hearing aids help me hear better?
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“I have worked hard and applied myself wholeheartedly as a painter can when he loves his art, is totally absorbed by it and makes it the purpose of his life.” (1901)
Marc-Aurèle de Foy Suzor-Coté was a painter, sculptor, and church decorator. He is regarded by many as French Canada’s most versatile artist. Known for his landscapes of the thawing winter rivers of Arthabaska, his topics also include genre, history, portraits, and the female nude.
Suzor-Coté showed a talent for drawing from an early age. As a young man, he apprenticed with painter-decorator Joseph-Thomas Rousseau. Together, they created intricate decorations in several churches in and around Arthabaska. Looking to further his art education, Suzor-Coté made his first of many trips to France in 1891. He took lessons in rendering the human form at the École des Beaux-Arts and began to sketch the countryside en plein air.
Inspired by French painters like Jean-François Millet, Suzor-Coté began to focus on local farmers in paintings such as Return from the Harvest Field
, 1903. He began his sculptural work in 1907, where he continued the theme of daily life, as in Caughnawaga Women
, 1924. In 1909, he received a commission to paint the portrait of Sir Wilfred Laurier. Suzor-Coté received many awards and distinctions, including the bronze medal at the 1900 Paris World Fair. He was also a member of the Royal Canadian Academy of Arts.
Photography: M.O. Hammond Collection, National Gallery of Canada Archives
Marc-Aurèle de Foy Suzor-Coté
Born in Arthabaska, Quebec, 06 April 1869
Died in Daytona Beach, Florida, 29 January 1937
Library and Archives
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First and foremost, this is a blog about food. But, being a mom is inseparable from the rest of me. It’s at the core of my being. It’s part of almost everything I do, including cooking. And it just so happens that I believe that cooking with kids is one of the most fantastic ways to develop early-learning skills. Prior to my life as a stay-at-home mom, I was a teacher. Though I am no longer a teacher by trade, I will always be an educator. As an educator, a mom, and a culinary fanatic, I feel passionately about the many ways that cooking with kids can be learning-rich experiences.
Just a few of the many skills that are developed through cooking:
- Vocabulary Development – names of foods, cooking terms, procedural language
- Following Directions – single and multi-step directions
- Sequencing Skills – following the steps in the directions, retelling the sequence of steps
- Fine Motor Skill Development – stirring, pouring, mashing, cutting soft objects
- Hand-Eye Coordination
- Social Emotional Development – feeling pride and sense of accomplishment, following directions, turn-taking, participation
- Science Knowledge – change of state from liquid to solid, heating and cooling, dissolving
- Math Knowledge – measuring, counting
- Willingness to experiment with new foods – kids may be more open to trying something they had a hand in making
A few tips to help make your cooking experience enjoyable for everyone:
- Give yourself extra time.
- Be prepared for a little extra mess.
- Select tasks which are age-appropriate for your child. (Kids are expert mixers, pourers, and banana-mashers!) Give them tasks to keep them occupied between steps.
- Prepare, prepare, prepare! In the culinary field, one often hears the French phrase, “mise en place”. Essentially, this translates to “everything in its place”. It simply involves the practice of gathering, measuring, and preparing all ingredients prior to beginning the cooking process. This practice is useful for all cooking, but is especially helpful when you’re working with young kids, with short attention spans.
- Don’t forget to model good sanitary practices, such washing hands and using clean utensils. (Keep a few extra spoons nearby so you can quickly replace spoons used for tasting!)
Children learn best when they are engaged in meaningful, hands-on activities. So, next time you’re in the kitchen, grab your kid (or borrow someone else’s) and get cooking!
A few pictures of today’s banana chocolate chip muffin-making event…
And now the recipe. Children welcome, but not required to make!
Banana Chocolate Chip Muffins
- 1 3/4 cup flour
- 1 cup sugar
- 3/4 tsp baking soda
- 3/4 tsp salt
- 1/2 tsp baking powder
- 1/2 tsp cinnamon
- 1 tsp vanilla
- 2 eggs
- 1/3 cup water
- 1/2 cup vegetable oil
- 1 cup mashed ripe bananas
- 3/4 cup chocolate chips
Preheat oven to 350 degrees. Combine all ingredients in a bowl. To prepare your muffin pan, use muffin liners, grease and flour, or spray with Baker’s Joy (or a similar product). Pour the batter into prepared muffins tins. Bake for about 25-30 minutes, until golden brown and a toothpick inserted comes out clean. Makes about 12-15 muffins.
**This recipe was adapted from a recipe for Banana Bread, found here.


Monday, December 13, 2010
Dyscalculia is a specific learning disability involving difficulty in acquiring numeracy skills. The book The dyscalculia assessment can help investigate maths difficulties in children and provides advice for implementing the findings into teaching plans. Get help pinpointing a child's difficulties with numeracy and using that information to help the child progress. This book is ideal for use with primary school children, but can easily be adapted for older or younger students and is invaluable for SENCOs, TAs, educational psychologists and teachers.
Friday, December 10, 2010
Thursday, December 9, 2010
"This valuable how-to book is a critical tool for all instructional designers and faculty who teach online. Coombs' many years as a pioneer of online teaching show in his deep knowledge of the principles that can allow the reader to apply these lessons to any learning management system (LMS)."
—Sally M. Johnstone, provost and vice president academic affairs, Winona State University, Minnesota; former executive director of WCET at WICHE
"As more and more of our social and professional lives come to be mediated by technology, online accessibility is a fundamental right, not a luxury. This book is a must-read for anyone concerned with maximizing access to learning."
—Richard N. Katz, former vice president and founding director, EDUCAUSE Center for Applied Research
"This valuable book reflects Coombs' unique experience and commitment to the best teaching, learning, and accessibility options for all kinds of students and teachers."
—Steven W. Gilbert, founder and president, The TLT Group-Teaching, Learning, and Technology Group
Wednesday, December 8, 2010
Tuesday, December 7, 2010
On Wednesday, February 10th, About Special Kids will host a workshop for parents and professionals. This training, combining the Article 7 and IEP training, is an all day training that offers basic information about special education laws and regulations for Indiana children ages 3-21. In addition, this training provides information on how to prepare for a case conference and write an IEP. This training is a great opportunity for family members and professionals who advocate for children with a disability or serious chronic illness.
Monday, December 6, 2010
This webinar session will cover the Topic Guide 3: Eligibility for ADA Paratransit. The session will first address the categories and types of eligibility, including conditional eligibility. Important best-practice do's and don'ts will also be discussed, including basing decisions on the most limiting condition, using a comprehensive task/skill list, applying the reasonable person test, identifying specific abilities and/or limitations, basing decisions on a case-by-case analysis of each applicant, and interpreting safety issues properly. Additionally, this will address the eligibility determination process, including the 21-day process, functional assessments, the appeal process for eligibility denials, and visitors. There will be time for participant questions.
To Register visit http://www.adaconferences.org/Transportation and click on the “Registration” web link on the right side navigation list.
Friday, December 3, 2010
Thursday, December 2, 2010
Wednesday, December 1, 2010
Tuesday, November 30, 2010
Thursday, December 9, 2010
12:00-1:00 p.m. (CTS)
Cost: Free for Lekotek Affiliates
$30 General Public
$200 for groups over 10 people
Monday, November 29, 2010
Wednesday, November 24, 2010
Tuesday, November 23, 2010
Monday, November 22, 2010
Friday, November 19, 2010
Wednesday, November 17, 2010
Having a child of any age move away from home can be emotionally difficult, to say the least. But when that child has a disability, it can be even more so. The film, Letting go: When your child leaves home, shows four parents come to terms with the emotions involved with having a child with a disability move away from home. The parents talk about their decisions to place their child in a residential facility. This film is aimed at helping parents and professional direct-care staff understand the deep grieving the parents go through before and a long time after the placement is made.


A. Pascual Leone. (2001) The brain that plays music and is changed by it. 315–329.
Barbro, Johansson B. (2006) Music and Brain Plasticity. 14.1: 49-64.
Barrett, Margaret S. (2009) Sounding Lives in and through Music. Journal of Early Childhood Research 7.2: 115-34. 29.
Craig, Daniel. (2009). Exploring Music Preference; Meaningfulness of Music as a Function of Emotional Reactions. Nordic Journal of Music Therapy 18.1: 57-69. 7.
G. Schlaug. (2008) Music, Musicians, and Brain Plasticity. The Oxford Handbook of Music Psychology. 197–208.
Goldstein, A. (1980). Thrills in response to music and other stimuli. Physiological Psychology 3, 126-126
H. Hummelsheim. (1999). Rationales for improving motor function. Current Opinion in Neurology, 12, 697–701.
Janata, B. Tillmann, and J. J. Bharucha. (2002) Listening to polyphonic music recruits domain-general attention and working memory circuits. Cognitive, Affective, & Behavioral Neuroscience, 2, 121-140.
Menon, V., and D.J. Levitin. (2005) The Rewards of Music Listening; Response and Physiological Connectivity of the Mesolimbic System. NeuroImage 28.1.
M. H. Thaut, G. C. McIntosh, and R. R. Rice. (1997) Rhythmic facilitation of gait training in hemiparetic stroke rehabilitation. Journal of Neurological Sciences, 207–212.
Oliver Sacks. (2007) Musicophila. Canada: Alfred A. Knope, Inc.
Panksepp, Jakk, & Bernatzky, Günther. (2002) Emotional sounds and the brain: the neuro-affective foundations of musical appreciation.133-155.
P. Belin, P. Van Eeckhout, M. Zilbovicius. (1996) Recovery from nonfluent aphasia after melodic intonation therapy. Neurology, 47, 1504–1511.
Peregrine Horden. (2000) Music as Medicine. The History of Music Therapy since Antiquity. Bodmin, Cornwall: Ashgate Publishing.
Platel, Herve, Cathy Price, et al. (1997) The Structural Components of Music Perception A Functional Anatomical Study. Brain 120, 229-43. 23
Portowitz, Adena, Osnat Lichtenstein, and Et Al. (2009) Underlying Mechanisms Linking Music Education and Cognitive Modifiability. 107-28.
Sloboda, J. (1991) Music structure and emotional response: some empirical findings. Psychology of Music 19, 110-120.
Thaut, Michael Ph.D, and McIntosh Gerald M.D. (2010) How Music Helps to Heal the Injured Brain. The Dana Foundation.
Thompson, Clive. (2006) Music of the Hemispheres. The New York Times 3E.
Tomaino, Concetta M. (2002) How Music Can Reach the Silenced Brain. The Dana Foundation.
V. Hoemberg. (2005). Evidence-based medicine in neurologic rehabilitation: A critical review. Acta Neurochirurgica, 93, 3–14.


Art Education Objectives
Upon successful completion of the program, students will be able to:
- Demonstrate effective verbal and written communication skills critical to the art profession.
- Utilize and create multimedia and relevant technology critical to art education and the art profession.
- Demonstrate skills and understanding of the basic art processes.
- Demonstrate knowledge, understanding, and appreciation of art and related philosophies from past and present cultures.
- Demonstrate an understanding of the physical, intellectual, emotional, and social development of learners in grades K-12 and the implications of their personal growth upon art education.
- Develop a standards-based art education program that meets the needs and interests of learners in grades K-12, including exceptional learners.
- Demonstrate a variety of teaching and evaluation methods, techniques, and strategies for application in art education.
- Participate effectively in a competitive art career market.


Principles to practice approach for ELL success
CAL uses these and other research-based materials as a foundation for professional development services that can be tailored to meet your needs. Click on each title to learn more or download a sample. These materials blend principles of second language acquisition with best practices and classroom strategies for teaching English language learners effectively.
Learn more about CAL's new Hot Topics in ELL Education Series.
Learn more about the professional development services provided by CAL Solutions.
This widely used professional development resource provides teacher trainers with a curriculum to guide the professional development of K–8 mainstream, ESL, and reading teachers and to help these teachers work more effectively with the English language learners in their classrooms. This research-based curriculum incorporates key research findings from the National Literacy Panel. Chapter topics include the nature of reading, comprehension, vocabulary development, beginning reading, reading fluency, and content-area reading and study skills.
The Trainer’s Manual contains everything needed to conduct a workshop or series of workshops for teachers of English language learners in elementary and middle schools. The Study Guide contains activity materials and readings for participants’ use during the workshop and serves as a handy reference following the workshop. The DVD, Why Reading Is Hard, provides examples of what makes learning to read in English hard and leads viewers to examine the reading skills that they know and use automatically. It also presents samples of children reading aloud for viewers to critique and to suggest plans for subsequent instruction. The CD-ROM provides presentation materials in three convenient formats: PowerPoint, PDF, and transparency masters. The workshop format is flexible and may follow a number of different schedules, depending on school and district needs. The complete program provides 45 hours of in-class instruction and also suggests off-site assignments for each chapter.
This professional development resource package was created for use in CAL’s Hot Topics in ELL Education workshops and institutes and provides additional information, strategies, and activities on the important topic of oral language development for English learners. The professional development workbook and companion video can also be useful as a practical and knowledge building resource for educators, as it provides a rich collection of information and activities that can be useful for teachers, schools, districts, principals, and administrators seeking to learn more about these critical topics.
Order online at the CAL Store
This professional development program is founded on research-based principles that are connected to classroom strategies. This flexible approach to sheltering instruction is designed for mainstream educators in Grades K–6 but is also appropriate for ESL and bilingual teachers.
The complete program provides 45 hours of professional development (40 in-class hours and 5 hours of structured outside assignments), but it can easily be adapted to meet local needs and time frames. Chapter topics include reading, language acquisition, culture, writing, math, integrated language and content instruction, assessment, and family involvement.
This professional development program is founded on research-based principles that are connected to classroom strategies. This flexible approach to sheltering instruction is designed for content teachers in Grades 7–12, but it is also appropriate for ESL and bilingual teachers.
There are 60 hours of targeted training (54 in-class hours and 6 hours of structured outside assignments), but the program can be adapted to meet local needs or time frames. Chapter topics include academic competence, language learning in school, culture, literacy development and study skills, and assessment. The companion video demonstrates students and their teachers in a variety of learning situations.
Other resources of interest
Parenting for Academic Success: A Curriculum for Families Learning English
This 12–unit curriculum designed for parents who speak a language other than English as a native language. Its goals are two–fold: to develop the English language skills of parents and to increase the ability of parents to support the language and literacy development of their children in kindergarten through grade three. Parents learn and practice new concepts in the classroom, then transfer their learning to their home with take–home activities that help their children prepare for and succeed in school. The curriculum focuses on three parenting skill areas:
Download a sample. (2.58 MB, PDF)
Order online at Delta Publishing Company.
English Language Acquisition and Navajo Achievement in Magdalena, New Mexico: Promising Outcomes in Heritage Language Education
Download free digests from CAL’s online collection
Browse the complete digest collection.


Books are For Talking, Too! Third edition
Gebers, J. Austin, TX. Pro-ed: 2003.
It Figures: Fun Figures of Speech
Terban, M. & Maestro, G., Boston, MA: Clarion Books, Houghton Mifflin Company, 1993
Scholastic Dictionary of Idioms
Terban, M, New York, NY: Scholastic Reference, Scholastic: 1998
Let’s Get Ready for Kindergarten!
Part of the Let's Get Ready Series of workbooks
Deismowich, L., Kannenberg, S., Babel-worth, Fredonia, WI, J. Cedar Valley Publication: 2006
Organizations and Websites
The Hanen Centre
The mission of the Hanen Centre is to provide the important people in a young child's life with the knowledge and training they need to help the child develop the best possible language, social, and literacy skills. They create programmes, train speech-language pathologists, develop learning materials and conduct research. Some resource materials are available in French, Spanish, and Dutch.
www.linguisystems.com or 1-800-776-4332
The Linguisystems catalogue contains games and other materials for developing all aspects of language.
Learning Horizons is a company that offers a range of workbooks and other interactive teaching materials for families and teachers. They are widely available in bookstores.
Books for parents, teachers, and children
It Takes Two to Talk: A Practical Guide for Parents of Children with Language Delays. Third Edition
by Jan Pepper and Elaine Weitzman
Publisher: Hanen Centre, Toronto, ON. (2004)
This handbook is part of a comprehensive family-focused programme that also includes videotapes and may be ordered directly from the Hanen Centre at the web address given above.
Learning, Language, and Loving It: A Guide to Promoting Children’s Social, Language, and Literacy Development in Early Childhood Settings. Second Edition
by E. Weitzman and J. Greenberg
Publisher: Hanen Centre, Toronto, ON, (2002)
This guidebook is part of a programme that includes posters and instructional videotapes. All materials may be ordered directly from the Hanen Centre at the web address given above.
The Speech and Language Classroom Intervention Manual
by Jacquelyn S. Hagan, Steven B. MacDonald, and Jacqueline Meyers
Publisher: Hawthorne Educational Services (1990)
Order at www.hes-inc.com/hes.cgi/01120.html
Childhood Speech, Language, and Listening Problems: What Every Parent Should Know
by P.M. Hamaguchi
Publisher: John Wiley & Son, Mississauga, ON. (1995)
The book contains information regarding normal language development, warning signs, and how to make sense of what professionals tell you.