Language Education (L)
- EDUC–L 400 Instructional Issues in Language Education (3 cr.) B Reviews the principles and current instructional issues related to learning a first or a second language. Besides the general issues of effects of the environment, developmental stages, and basic instructional methodologies, relationships among reading education, English education, and second language education will be explored.
- EDUC–L 407 Instructional Issues in Language Learning for English Teachers (3 cr.) Study of growth in language as a developmental process and how social, cultural, and economic environments are intrinsic parts of language learning. Explores the close relationship between how home language, dialect, and a second language is developed. Addresses how speaking, listening, writing, reading, and observing are interrelated.
- EDUC–L 408 Teaching Young Adult Literature in a Diverse Society (3 cr.) Explores the possibilities of reading literature written for, by, and about young adults in the middle and secondary classroom. We will work on engaging diverse young adults so that they become lifelong readers and responsible citizens, creating curricula and instructional activities that enable students to read the word and the world, and connecting with struggling readers while challenging proficient readers.
- EDUC–L 441 Bilingual Education: Introduction (3 cr.) B-I Introduction to the development of bilingual/bicultural education in the United States—its antecedents, rationale, theories. Comparison of existing bilingual/bicultural programs.
- EDUC–L 442 Teaching English Language Learners: Bilingual and English as a New Language (3 cr.) B Introduces undergraduate student to the theory-based instructional methods and activities that are used in bilingual and English as a New Language education programs. In addition, they are introduced to second language development, theoretical applications, and the sociocultural issues involved in teaching language minority students.
- EDUC–L 490 Research in Language Education (1–3 cr.) B-I Individual research in applied linguistics.
- EDUC–L 491 Alternative Assessment Applications in Language Education (3 cr.) B This course introduces students to classroom applications of the interdisciplinary theoretical tenets that underlie alternative assessment practices. Students will use this knowledge in the ongoing assessment of students’ content and literacy development in language education, particularly bilingual and ENL programs.
for the PDF version.


Early intervention is essential to help struggling readers develop the skills to read successfully. 95 Percent Group’s phonics products meet the needs of students receiving Tier II instruction to help address the targeted gaps in their skills.
Our Phonics Screener for Intervention™ (PSI™) is a tool that ascertains exactly where in the Phonics Continuum that the student is experiencing difficulties. Our phonics products (Blueprint for Intervention:® Phonics and the Phonics Lesson Library) were designed to help teachers address difficulties their students are having with phonics skills.
Because phonics instruction is complex, phonics lessons must be well-designed and systematic in order to help students progress. Our products provide the materials needed for explicit, systematic, and sequential phonics instruction.


Art Helps Adults and Children with ADHD
--------------------------------------------Focusing on the Positive
The Art of Embracing ADHD
by Daniella Barroqueiro, Ed.D, Professor of Art Education at Illinois State University
When talking about ADHD, it is common to focus on the "downside" of the disorder: the challenges, the frustration, how to "fix" a problem or a set of problems. Notice I refer to a downside, which implies that there is also an upside to having ADHD. Intelligence,
creativity, spontaneity, and the ability to hyper-focus (yes, hyper-focus) are among the characteristics commonly found in people with ADHD.
The focus that is required to create art is mental energy harnessed for those with symptoms of ADHD.
Unfortunately, these assets are often framed in the negative because the person's ADHD is not working for them, but against them. Without a diagnosis, an awareness or knowledge of the disorder and the appropriate medications and/or behavior modifications are obscured by the liabilities of the condition. For example:
Intelligence: "She is intelligent; her test scores are high, but she is not working to her potential. She is an underachiever."
Creativity for ADHD children: "He has creative energy, but never seems to complete anything, so he has little to show for it."
Spontaneity: "He is so spontaneous; he just flies by the seat of his pants. He doesn't seem to know how to plan ahead or follow a schedule."
Hyper-focus: "She is so obsessed with ___________ that she doesn't get any of her work done."
As an art educator with ADHD, I have been both a student with ADHD and a teacher of students with ADHD. I have heard some of these things said about me, and I have said some of these things about my students. In the public schools (and at the college level), the art room is often the one place where others with the disorder feel at home. Of course, there are many students with ADHD who have little interest in art making, but I believe there is something to be learned from the art education model.
Natural remedy for Children and Adults with ADHD
The inherent subjectivity of the discipline allows for more flexibility in the way lessons are taught and in the way students interpret assignments. Even in teacher-directed projects, there is often room (or at least there should be) for the self-expression of each individual student.
Many lessons are necessarily restrictive in the sense that they focus on teaching a particular technique or deal with a specific subject or theme, but even in these types of lessons, there are usually opportunities for students with ADHD to attend to their particular interests or their idiosyncratic ways of working, which in turn helps them to stay focused on the task at hand.
Strictly speaking, there is no one right or wrong way to paint or to sculpt something. (As I write these words I hear a list of contradictory thoughts disproving this statement, but this is an opinion piece and I am going to just go with it. I invite you to join me.)
The point is that when folks with ADHD find (or create) an environment supportive of their needs, then ADHD becomes a non-issue, and in some cases, an asset. The trick is to figure out how to find or create that environment.
It is my belief that when people with ADHD have taken the time to
learn about ADHD in general and their own "custom brand" of the disorder in particular, that is the first step. When they have begun the process of minimizing their liabilities, harnessing their creative energy, and finding a productive outlet for their intelligence and hyper-focus, the possibilities are endless. The potential for success and the enjoyment of life is enormous!
Remember, there are two sides to every coin. It is one thing to accept you have ADHD, but it is another to embrace it. To those with ADHD, I recommend flipping the coin and embracing what you find on the other side. I'll bet it looks a lot like intelligence, creativity, spontaneity, and the ability to focus on things that matter not only to you, but also to the rest of the world.
Reprinted with permission from Professor Barroqueiro. This article originally appeared in ADDA eNews.
Pages Related to ADHD and Children - Adult ADHD: The Art of Embracing ADHD


Many people disregard the importance of the arts in education. Sure, the arts are good for blowing off steam and encouraging creativity, but are they useful in the real world? If a student doesn’t have the capabilities of being the next Beethoven or da Vinci, what is the point of wasting resources on their continued arts education?
The Current State of Arts Education in Public Schools
The prevalence of art education in public schools has been on the decline since the early 1980s and in recent years, budget cuts have made it almost obsolete. Nowhere are these cuts more severe than in urban areas where minority children are the most unlikely population to receive arts education.
Why Parents and Teachers Should Be Worried about the Future of Arts Education
Several new research findings are proving what art education teachers have been saying for years: art isvaluable. A well-rounded educational experience that includes the arts is closely linked to academic achievement, social and emotional development, civic engagement, and equitable opportunity.
A recent study of high schoolers revealed a correlation between arts education and math and writing test scores. These high school students were tracked for three years and were required to take a minimum one credit of art education. Students who took more than the minimum requirement were 1.5 times more likely to meet or exceed the ACT Plan national average composite score! These students excelled in statewide tests, earning proficient levels in math, reading and writing.
How the Arts Enhance a Student’s Education and Overall Development
Plenty of research has supported the role of arts education in providing a comprehensive education. Let’s take a closer look at howexactly the arts affect a student’s ability to learn and develop:
- Learning to read music and understand concepts like time, rhythm, and pitch have a direct effect on a child’s ability to comprehend math skills. One study showed math scores of music students surpassed those of their non-musical classmates. Students from low socio-economic backgrounds were twice as likelyto excel in math if they had musical education.
- Studying the lyrics of music can teach students about syllabification, phonics, vocabulary, imagery, history, myths, folktales, geography, and culture.
- Studies show there is a direct correlation between continued involvement in theater and success in math and reading.
- Non-native English speakers may learn the language more quickly with the use of music. Thematic learning helps children learn in a safe, enjoyable, student-centered environment.
- Students who take the time to master a musical instrument learn about hard work, practice, and discipline. While performing in a group – like an orchestra, band, or choir – students learn to work together, appreciate teamwork, strive for a common goal, and develop negotiation skills.
- Cultural awareness is achieved through every form of arts education.
Arts education has always been important to those who value creativity. Now, as new evidence continues to emerge, more and more people are realizing its importance – especially when it plays such a crucial role in a well-rounded educational experience. What if the next Picasso is sitting in your classroom right now?
Jessica Velasco is a freelance writer. She has 15 years experience working as a teacher and child development specialist.
Schwartz, J. (2012). Kids Like Blues: Using Music and Video to Rock Your Classroom. Retrieved from Edutopia website: http://www.edutopia.org/blog/kids-like-blues-music-video-jon-schwartz
Kloberdanz, K. (2012). Want Your Kids to Excel in Math and Reading? Teach Them to Paint.Retrieved from Take Part website: http://www.takepart.com/article/2012/10/23/want-kids-excel-math-reading-teach-them-paint
Good Reasons Why Your Child Should Study Music.Retrieved from Schoolatoz website: http://www.schoolatoz.nsw.edu.au/homework-and-study/other-subjects-and-projects/the-arts/why-your-child-should-study-music


Turn your associate degree
into a bachelor’s degree
A.A.T. in Elementary Education ---> B.S. in Early Childhood Education
A.A.S. in Child Growth & Development ---> B.S. in Early Childhood Education
Bachelor of Science
in Early Childhood Education
The early childhood education degree allows you to focus your educational training on working with young children ages birth through third grade. Graduates will be prepared to teach in public or private school settings where a teaching certificate is required.
Most courses are offered online, at Metropolitan Community College-Penn Valley Campus, or at Missouri Western’s Kansas City Northland campus. Most courses are offered in the evening or online to fit your busy schedule.
Who is this program for?
- Current elementary teachers with certificates and applied science degrees
- Childcare employees with certificates and applied science degrees
- College students who have earned an A.A.T. or A.A.S. in Child Growth and Development/Early Childhood
- Individuals who desire to become certified in early childhood education
Metropolitan Community College students have the opportunity to plan their A.A.T. or A.A.S. degrees to seamlessly transfer to Missouri Western.
Why Early Childhood Education?
The early childhood years are a time to lay the critical foundation for educational success. As an early childhood educator (0-8), you will have an enormous impact on building a solid learning foundation for young children.
This learning foundation assures young children the best academic and social base for future learning. Early childhood teachers help to provide the tools and the environment for their students to develop into responsible adults.
Research documents that teachers who have earned four-year university degrees are better prepared to provide high-quality preschool education (nieer.org, preknow.org).
As a result of state and federal legislation, there has been an increased emphasis on preparing early childhood educators. According to the Occupational Outlook Handbook, “Employment of preschool teachers is projected to grow 17 percent from 2012 to 2022, faster than the average for all occupations. Growth is expected due to a continued focus on the importance of early childhood education and the growing population of children ages 3 to 5.” (www.bls.gov/ooh/education-training-and-library/preschool-teachers.htm)
What can I do with my degree?
In addition to working as a certified teacher, the following is a partial list of the careers graduates could pursue:
- Early Interventionists
- Parent and Teacher Educators
- Child Care Center Directors
- Child Life Specialists
- Child Care Resource-and-Referral Agency Counselor
- Policy Analyst
- Staff Development Specialist
Why should I choose Missouri Western?
Quality: Missouri Western’s Northland graduates consistently pass the Praxis II exit exam at a rate that is above state and national averages.
Accredited: This program is approved by the Missouri Department of Elementary and Secondary Education and the National Association of Colleges for Teacher Education. Missouri Western is a fully accredited institution.
Convenient: Take courses online, blended and face-to-face in the Kansas City region. Most courses in this program are online. A few are blended or entirely face-to-face, with some being offered at Metropolitan Community College - Penn Valley campus. Some courses may overlap with courses offered at the Kansas City Northland Campus.
Affordable: Completing your first two years of college at a community college can save you thousands of dollars. Pair that with Missouri Western’s low in-state tuition rate, and you have one of the most affordable ways to earn an early childhood education degree in the state of Missouri.
Griffon Rate: Now students from 51 neighboring counties, including Johnson and Wyandotte counties in Kansas, can receive a tuition rate equivalent to in-state tuition.
Scholarships: If you have completed 24 hours at a community college with a cumulative GPA of 3.5 or better, you may be eligible for the President’s Transfer Scholarship, the Griffon Scholar Scholarship or the Phi Theta Kappa Scholarship (Phi Theta Kappa members only). If you have completed 24 hours at a community college with a cumulative GPA of 3.3 or better, you may be eligible for the Governor’s Transfer Scholarship. Additional transfer scholarships are available. For more information about Missouri Western scholarships, please call (816) 271-4361 or visit https://www.missouriwestern.edu/finaid.


How to Make a May Day Basket
May Day is an ancient tradition that celebrates the Earth’s fertile season, when flowers bloom and crops begin to grow. The Romans held the festival of Floralia, honoring Flora, the goddess of flowers. On the British Isles, Beltane—later called May Day—was celebrated on May 1. The story goes, that the night before May Day festivals, mischievous fairies came out and tried to lure humans away to their fairy land.
As part of Beltane, children created small baskets filled with flowers and placed them on the doorknobs of homes of people who were unable to attend the village’s festivities. Traditionally, the giver would hang the basket, knock on the door, and then run away so no one would know who left the basket.
Delight your neighbors or teachers with tiny May Day baskets, made from just a few simple items that you are likely to have around the house.
What you need:
- Watercolor, construction, or white printer paper
- Watercolor paints, colored pencils, markers, or crayons
- Clear tape or stapler
- Ribbon or string, cut into 18” lengths
- A hole puncher
- Any flowers or pretty greens that are growing outside*
- Paper towels or napkins and aluminum foil to wrap the stems of your flowers and greenery
* Stick to flowers that are in obvious abundance such as buttercups, clover, dandelions, or flowers from your own garden to avoid picking rare or endangered wildflowers.
What you do:
- Fold a piece of paper into quarters, and cut it along the lines to make four small pieces.
- Decorate each cut piece of paper with watercolor paints, colored pencils or markers.
- Shape the paper into small cones, and tape in place. Make sure the bottom of each cone is closed into a point.
- Punch two holes on either side of the top of each cone, about an inch from the top edge.
- Tie a ribbon or string through the hole of each basket to make handles.
- Go outside and gather some flowers and greenery.
- Wet paper towels or napkins, squeezing out the excess water.
- Place each wet paper towel on top of a piece of aluminum foil.
- Lay a small bunch of flowers on each of the paper towels, with the tops sticking up above the edges.
- Wrap the wet paper and foil around the stems of the flowers. This will keep them moist and prevent them from wilting. The foil will prevent water from soaking the paper baskets.
- Put your small bouquets inside your May Day baskets.
Your children can hang the baskets on the doorknobs of your neighbors or friends or on the doorknobs of their teachers’ classrooms at school. They can ring the doorbell or knock on the door, then quickly run away before each receiver of the basket knows who left it. Hmm…maybe they’ll think it was fairies!
Elizabeth Scholl is a New Jersey-based writer of children’s books and magazine articles, with a background in elementary education. Specializing in nature and environmental topics, her books includeOrganic Gardening for Kids, Grasshopper, Praying Mantis and Animals Attack: Wolves. When she isn’t writing, Elizabeth enjoys working in her garden, bicycling and and exploring nature in her neighborhood.


It's good to talk. This is the message from Jim Rose, whose review of the primary school curriculum recommends the formal teaching of speaking and listening skills in the classroom. In the mixed bag of educational policies offered up by Rose this week, the "talking lessons" are patently a good and timely idea. The sci-fi scenario of a text-speak generation communicating largely with its thumbs is the stuff of parents' nightmares. However, as Shakespeare pointed out, "Talking isn't doing." It may be "a kind of good deed to say well" but the success of the "proper speech" initiative will depend hugely on its focus and execution.
"There's more and more evidence coming from research and practice to establish the need for support for children from certain backgrounds that don't offer the right kind of development of speaking and listening," said Rose. He was, of course, careful to avoid explicit mention of class, but there are plenty of commentators willing to rush in where he feared to tread. According to Anne Wright, director of children's services at Reading Council, "Children from poor homes have smaller vocabularies, which don't contain many abstract ideas. This makes it more difficult for them to make connections between words and to move to abstract concepts and to higher-order thinking about causes, effects and consequences."
There's a blunt abstract noun I'd cheerfully apply to Ms Wright's theory. (It starts, with "B", children, and ends in "ocks".) Clearly, and laudably, the intention of the "talking classes" is to promote a level playing field in the classroom. I agree wholeheartedly that articulacy and fluency are necessary skills, but there is nothing in my own experience, either as a child or as a parent, which leads me to think that articulacy is the preserve of the middle classes. It is a tenet of child psychology that what matters most, in the preschool years, is not the precise vocabulary employed, but the amount and tenor of communication between child and carer, and I see no reason to assume that the maligned single mother at the bottom of economic pile should converse any less freely or warmly with her child than the paid nanny of professional parents.
There will be differences in parenting regardless of class. But as Jim Rose now recognises, it is the proper place of teachers to implement – and insist upon – a good standard of spoken English. It's hardly a new idea. At my own primary school in 1960s Co Down, teachers routinely corrected conversational grammar and syntax, something now widely regarded as mortally lowering to children's self-esteem. (The classic "Of course you can go to the lavatory, the question is may you go..." may have seemed like sadism to the squirming petitioner, but you never made the same mistake again.)
A wholesale return to the subjunctive may be a bridge too far for today's ideologues, but I hope the forthcoming policies will lay as much weight on correct usage as on free expression. Because however unfashionable/imperialist it may be to say so, speaking intelligible English remains the passe-partout to success in our society. Shaw's maxim "It is impossible for an Englishman to open his mouth without making some other Englishman hate or despise him" remains largely true.
Shaw, of course, was also concerned with the pigeonholing power of accent. Happily, we have, for the most part, moved on from this way of thinking. The redoubtable bootstrap merchant David Starkey may be calling for elocution lessons in schools, but I doubt this is necessary. From the BBC down, it is now accepted that good English has strictly nothing to do with Received Pronunciation and I'm glad to see it.
As a child, like most others born outside the south-east of England, I was effectively bilingual. At home and in the playground, I spoke the local dialect, which I found – and still find – both comfortable and beautiful, but standard (if richly accented ) English was the lingua franca of officialdom and, for good or bad, officialdom started in the classroom.
My own London-born children cheerfully dip in and out of standard English, Scots-Irish and the transatlantic "street" that drives their hypocritical mother nuts. (In desperation, I offered a small sum of money, and made deductions for each "like" uttered; my daughter was in negative equity by tea-time.)
I know, however, that my children can pull reasonably correct usage out of the bag when they need it, and I believe it's a habit worth reinforcing, at least most of the time, in the classroom.If this means teachers need to brush up on their own usage, so much the better. Rose's "talking cure" may not be the answer to all education's ills, but it's surely a dialogue worth having.


Ready, Set, Read! prepares young children to become lifelong readers by training their parents to read to them. Partnering with preschools and kindergartens in underserved Los Angeles communities, we provide workshops filled with easy-to-implement tips and hands-on training. We make home reading easier by distributing age-appropriate books to families and donating lending libraries to classrooms. By involving parents in their children’s literacy development, we pave the way for future reading and educational success.
Throughout many of his messages to America, President Barack Obama has spoken decisively about a topic that is fundamental to our children and the success of future generations: education in the home environment and parent involvement.
As research studies have proven several times over, when young children read more at home and receive more educational involvement from their parents, they become better equipped for school and are much more likely to succeed in life.
President Obama has said, “Responsibility for our children’s success doesn’t start in Washington – it starts in our homes. No education policy can replace who is involved in their child’s education from day one, who makes sure that children are in school on time, who helps them with their homework and attends those parent-teacher conferences. No government program can turn off the TV set or put away the video games or read to your children.”
Watch our Case For Support
- We have taught over 45,000 parents to read to their children.
- We have worked with teachers in over 250 schools.
- We have donated 27,000 books to classroom lending libraries putting books in easy reach of children and their parents.
Do you want to learn more about how to read more often and more effectively with your child? Please join us at a workshop in the 2015-16
4/19: Dayton Heights Early Education Center, Los Angeles
4/20: Eastman Early Education Center, Los Angeles
4/22: Grand View Elementary, Los Angeles
4/26: Arminta Elementary, North Hollywood
5/2: 95th Street Early Education Center, Los Angeles
5/4: Gardena Early Education Center, Gardena
Contact us for additional information or if you are interested in having Ready, Set, Read! come to your school.


ERIC Number: ED188994
Record Type: RIE
Publication Date: 1977-Jul
Reference Count: 0
African Unit. An Instructional Unit for Sixth Grade.
This teaching guide presents objectives, activities, pre and posttests, and handouts to help sixth grade classroom teachers as they develop and implement educational programs about Africa. The major purpose is to help students develop positive attitudes toward other cultures, particularly African cultures. Specific objectives are to help students understand, appreciate, and respect African lifestyles and various African art forms and learn basic facts about the African continent. Developed at an interdisciplinary summer workshop for teachers on African curriculum development, the instructional guide is intended as the basis of a six-week minicourse. The guide is presented in four major sections. Section I offers test questions and outlines student assignments involving task cards and scrapbooks. Section II explains how students can analyze cultural material, with particular regard to bias and cultural context. Sections III and IV focus on the Mandingo people of Ghana and the Igbo people of Nigeria. Topics discussed include housing, family and kinship, plants and animals, clothing, markets, masks, music and dance, naming ceremonies, folktales, and systems of government. For each topic, information is presented on materials, activities, and procedures. Students are involved in a variety of activities including map and globe work, listening to music, viewing films and slide shows, discussing issues in class, and playing African games. The final section examines geography of the African continent. Students are directed to work with maps and globes, read and discuss textbook assignments, and make travel posters. (DB)
Descriptors: African Culture, African History, Area Studies, Cultural Awareness, Educational Objectives, Elementary Education, Folk Culture, Grade 6, Igbo, Interdisciplinary Approach, Learning Activities, Mandingo, Maps, Minicourses, Resource Materials, Social Studies, Teacher Developed Materials, Teaching Guides, Teaching Methods, Units of Study
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Sponsor: National Endowment for the Humanities (NFAH), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. African Studies Program.
Note: For related documents, see SO 012 684-703. Not available in paper copy due to marginal legibility of original document.


Words of wisdom from one of our dietitians, Shannon Burkett.
When your child has a problem with gaining weight, it can be worrisome and cause stress. Weight loss can be a result from an underlying medical problem, therefore it is important to you’re your child evaluated by their physician. Certain eating behaviors and food aversions can also decrease your child’s nutrition intake and can cause poor weight gain or weight loss.
Here are some things you can do as a parent to help your child get the nutrition he or she needs.
- Always ask a physician or dietitian before buying expensive nutrition supplements advertised on television or the internet. These products may have claims that are not supported by scientific evidence and can put a big dent in your wallet.
- Keep a journal of your child’s diet. Track what time your child eats, how much time it takes your child to complete meals, types of food and drink along with amounts consumed, where meals are eaten, and any other information, such as distractions. This will help you and your physician or dietitian identify possible causes of eating problems.
- Increase calories in foods your child already likes to eat. Add 1 teaspoon of vegetable oil to dishes, such as pasta, salads, and other vegetables. Use oil in place of cooking spray when preparing your child’s meal. Avoid low fat dressings and dips. Add sugar or honey to foods to increase calories, such as fruits and cereals. Use whole milk in place of low fat for drinking and for cooking.
- Commercial drinks are available to supplement calories and protein in your child’s diet. Talk to your child’s doctor or dietitian about which supplement fits your child’s needs.
- When children drink a lot of juice or milk, this can suppress their appetite for mealtime. Avoid offering fluids 30 minutes before it’s time to eat. Limit juice to no more than 4 ounces per day and do not offer more than 24 ounces of milk daily (16 ounces for under the age of 3 years). Offer water for fluids.
- A parent’s role is to prepare healthy foods. It is up to a child whether he or she chooses to eat the food offered. Never force a child to eat his or her food and avoid nagging at meals because this is a battle you will never win. Mealtime should be enjoyable for all family members and this behavior only leads to bigger problems.
Dietitians can work with you to help ensure your child gets the proper nutrition he or she needs. Talk to your child’s physician about a referral to our outpatient nutrition clinic where you can work one on one with one of our dietitians.
About Shannon Burkett
I’ve worked at Dayton Children’s for 3 years and cover hematology and oncology as well as parenteral nutrition support. I graduated with a bachelor degree in elementary education from Purdue University in 2000 and graduated in 2004 from Loyola University of Chicago, where I studied Nutrition and Dietetics. I spent 1 year as a dietetic intern at Miami Valley Hospital. My love to run and my goal is to complete the Air Force Marathon next year. I also love cooking and spending time with my 2 children.


Under the Hat: Tempo
The instant we hear music our bodies start responding to the sounds.
Why is it that some music makes us want to dance and other music makes us want to take a nap? Using examples from his songs “Grilled Cheese” and “Sueños,” Mister G illustrates the role tempo plays in creating mood in music. It’s really not that complicated: fast tempos tend to make the listener want to move fast and slow tempos make the listener want to move more slowly.
He explains how songwriters use tempo as a tool to create different emotions in the listener and encourages listeners to notice the way the speed of music affects their emotions.
As a songwriter, Mister G takes into account the subject for his songs before deciding on a tempo. So, with an exciting topic like “Grilled Cheese,” a fast tempo is in order. And with a gentle lullaby like “Suenos,” a slow tempo makes sense.
Next month in Under the Hat: What role does rhyme play in songwriting? Playing examples from his songs “Pizza for Breakfast” and “Cocodrilo,” Mister G explains how rhymes are the fundamental building blocks of lyric writing for popular songs.
ABOUT THE AUTHOR
Mister G (Ben Gundersheimer) is an Amherst College graduate who spent 20 years as a singer/songwriter/producer in the adult music world prior to earning a Masters in Elementary Education at Smith College and transitioning to making music for children. His most recent release, CHOCOLALALA, a collection of original, bilingual (Spanish/English) songs for children, won a Parents’ Choice Gold Award and is on the Grammy ballot for Best Children’s Album of 2012. A leading figure in the kids music world, Mister G’s 2011 bilingual release, BUGS garnered numerous national awards and was dubbed “irresistible” by People magazine. www.mistergsongs.com


Art is central to education, and is the glue that ties all the subjects together in our Los Angeles pilot school. As a senior and a community member of the School for Visual Arts and Humanities (SVAH), I have seen the curriculum flourish with Linked Learning as we focused on art as a way to universally communicate material expressed across subjects. On our trip to Washington, D.C on May 15, 2014 we were able to express our views of how art education through a Linked Learning lens helps us bloom as students. It does not only help us express our feelings, but in the long run serves as a tool to better our cognition. This trip allowed us the opportunity to share our opinions and lend our voices to the very same people who can make changes. We learned that anyone with eyes and ears can find a problem, but it takes critical thinking to come up with solutions. We grew skills essential to being a learner, such as public speaking, problem solving, teamwork, and work ethic. Our voices were not only heard by adults at the heart of our education system, but they were fully valued and validated.
For months, we posed questions on what it means to be a learner. In our History class, we studied adversities we face as inner city kids going to an under-resourced school. Quickly, students from all different socioeconomic backgrounds raised their hands. In our English class, we structured our writing to better capture our thoughts. Art overall gave us a voice and confidence to do better and work creatively in all of our other classes. The ability to link all subjects to each other not only helped us grow as a school, but it furthered our understanding of each subject.
Linked Learning in the classroom made it clear that EVERYTHING we learn today has a pivotal role in learning. We were then confident enough to present to policymakers that this type of real-world learning is the future of education. A long overdo revolution in education, Linked Learning forces faculty to work together and to unite subjects. Most of all, we were lucky to have teachers who are in love with their classrooms. They not only prepared us for the hardships, that is life, but also acted as mentors with hands wide open if we needed them. They expected more from us and it kept us challenging us not only in the classroom, but as human beings.
By Evelyn Anaya


Text Book Links:
Math Text Book:
Electricity and Magnetism Unit (Fall Trimester)
Solid Earth Unit (Winter Trimester)
Environments Unit (Spring Trimester)
Language Arts Vocabulary and Activities:
Social Studies: Harcourt Reflections: Grade 4-California : A Changing State:
Language Arts Links:
Judy Blume Homepage (Tales of a 4th Grade Nothing)
Social Studies Links:
Join the Fin, Fur and Feather Bureau of Investigation, better known as the FFFBI. Choose one of the missions on this page and then begin your investigation. You will be joined by animal members of the FFFBI team who want to help you solve mysteries. Good luck and get to work agent.
Dragonfly: Science for Kids
This is a cool site about animals, ecosystems, flying machines, and much much more. Have you ever imaged what it would be like to play baseball on each of the nine planets? Watch a movie of a monarch butterfly emerging from a chrysalis. Jump into the pond and start exploring.
- check out this site from NASA and JPL and learn all about different space
topics, make some spacey things, solve an extraterrestrial riddle, and dive
below the surface of Mars!
SanDiegoZoo.org - Watch the brand new baby elephant, pandas, apes and polar bears LIVE on the zoo"s web site!
USA Today Weather - get today"s weather all over the US. Also includes interesting weather trivia and information.
Jet Propulsion Laboratory - another kid site sponsored by NASA with different info, games & facts
Project GLOBE - worldwide site for kids & teachers with projects on conservation & making the world a better place
StarChild - kid site by NASA about astronomy
Enchanted Learning - kids site about anything from dinosaurs to animals to nursery rhymes (even includes preschool-Kindergarten games!)
Find out more about the Scholastic Reading Inventory (SRI).


Reaching Inner-City Youngsters through the Arts
Fanelli, Leslie, Klippel, Nina Mermey, Art Education
In the winter and spring of 1998-99, a team of artists-in-residence created an interdisciplinary program combining performing and visual arts at an inner-city school in Newark, New Jersey. Drama specialist Leslie Fanelli and creative art therapist Nina Klippel were chosen by Arts Horizons, an organization that brings arts to public schools in New York, New Jersey, and Connecticut, to work with third-graders in a remedial after-school program. Participating as guest artists during the term were a dancer/choreographer and a musician who works with gourd instruments. The program was part of an Arts Horizons initiative known as "Creative Alternatives for Youth at Risk" (CAYR) and was funded by the Prudential Foundation and the Essex County (NJ) Youth Services Commission.
The Arts Horizons mandate and mission were to improve the students' social behaviors and increase their engagement in learning activities. But the arts collaboration had more far-reaching effects. This is the story, in part, as told by the authors:
We were concerned not only with the stated behavioral goals, but also with the inner life of the child. Through the arts, the children were able to access what Fanelli calls their "Intrapersonal Well": their sense of self, trust in self, and creativity. The children's visual art gave them a positive mirror of themselves and a chance to play with different aspects, from monster to magician. The art projects were planned as a series of experiences, each new and different, all aimed at fostering imagination, cognitive and artistic skills, and enhancement of the sense of self.
* Fanelli: The theoretical base for my work rests on Gardner's (1983) The Theory of Multiple Intelligences (MI). The MI definition of intelligence is the ability to solve a problem or create a product that is useful in one or more cultures. Gardner believes human intelligence consists not only of Linguistic and Logical/Mathematical skills, but also includes Musical, Spatial, Bodily/Kinesthetic, Naturalistic, Interpersonal and Intrapersonal Intelligences. Each person is born with a distinct combination of these eight faculties, which are not simply learning styles but capacities residing in distinct areas of the brain. Thus, the more varied the offerings to a given group of children, the more children can respond-and the greater the reinforcement of their learning.
In his recent book, The Disciplined Mind, Gardner (1999) advocates a vision of an ideal education for everyone. Such an education embraces Plato's quest for Truth, Beauty and Goodness. Although there are no incontrovertible answers as to what constitutes Truth, Beauty and Goodness, the artful quest is the key. I believe such an art quest, deeply involving Intra- and Interpersonal Intelligences, can positively affect social behavior. Tapping the Personal Intelligences via arts activities is always of primacy in my work and was of particular importance in this residency.
Intrapersonal intelligence, says Gardner, is "a correlative ability, turned inward. It is a capacity to form an accurate, veridical model of oneself and to be able to use that model to operate effectively in life." Interpersonal intelligence is "the ability to understand other people: what motivates them, how they work, how to work cooperatively with them." (Gardner, 1993, p.9.)
Klippel: As a registered art therapist, I am trained to look at children's art production-their manner of working as well as their finished products-for clues to issues in their lives. Artmaking is a process of symbol-making and meaning-making, whether conscious or not. A child's artwork can tell much about his or her fears, anger, repressed feelings, even about sexual abuse. This knowledge helped me to understand and work with the children, even though my role was not as a clinician. Instead, my focus was on helping these often-deprived children to develop self-esteem, which, of course, is fundamental to cognitive as well as psychological development. …


What is Reading Recovery?
* Reading Recovery is a research-based, short-term intervention of one-to-one teaching for the lowest-achieving first graders.
* In Reading Recovery, students receive 30-minute lessons each school day for 12 to 20 weeks from a specially trained teacher.
* As soon as students can read and write at grade level and demonstrate that they can continue to achieve, their lessons are discontinued and new students receive individual instruction.
What can Reading Recovery do for my child?
* A key premise of Reading Recovery is that early pre-referral intervention in first grade is critical. Research shows that children who fall behind in Grade 1 tend to remain below grade level in later school years.
* Early intervention is important because the gap between the lowest- and highest-performing children is narrow in lower grades but widens later in elementary school.
* Numerous studies have examined the effectiveness of Reading Recovery for children with reading difficulties.
* Since 1984 when Reading Recovery began in the United States, about 8 of 10 students with a full series of lessons met the criteria for successful first-grade reading and writing.
* Although all children progress during their Reading Recovery lessons, a few do not make the accelerated progress needed to succeed without extra help. These children may be recommended for additional evaluation or actions.
What happens during Reading Recovery lessons?
* Each lesson consists of
> re-reading familiar stories,
> reading a story that was read for the first time the day before,
> working with letters and words using magnetic letters,
> writing a story,
> assembling a cut-up-story, and
> reading a new book.
* The teacher teaches, demonstrates problem-solving strategies, and provides just enough support to help the child develop effective reading and writing strategies and work as independently as possible.
* Each Reading Recovery lesson incorporates the five components identified by the federal Elementary and Secondary Education Act as essential in a comprehensive instructional program in reading. The five components are:
~ phonemic awareness,
~ phonics instruction,
~ fluency instruction,
~ vocabulary instruction, and
~ text comprehension instruction.
* Accelerated learning is possible because Reading Recovery teachers base their instruction on carefully documented daily observations of what each child already knows about reading and writing. This is an efficient approach that allows all future instruction to work from the child's strengths.
* There are two possible outcomes after a full series of Reading Recovery lessons, both are positive.
1. The child makes accelerated progress and continues to progress thereafter with classroom instruction. (Nationally about 8 of 10 children successfully complete lessons.)
2. Additional evaluation is recommended and further action is initiated to help the child continue making progress. This is a positive outcome, because Reading Recovery's diagnostic teaching helps identify children who need more help and provides a documented record of the child's knowledge and strengths as a base for future teaching.
How does Reading Recovery become part of a school's literacy program?
* Reading Recovery is available in about one in six U.S. public schools that serve first-grade students. It is available in 48 states and the Department of Defense schools.
* Reading Recovery is the early intervention component of a school's balanced comprehensive literacy program. It is not a stand-alone, isolated program.
* Typically, it takes 2 years to bring Reading Recovery into a new school district or consortium of school districts; 1 year to have a qualified staff member trained as a teacher leader, and the second year to train teachers.
* Positive results for Reading Recovery students require excellent instruction and a school environment that allows for smooth operations. Among the factors that affect results are:
1. daily lessons for Reading Recovery students,
2. scheduling for students and teachers,
3. collaboration with classroom teachers,
4. teacher selection,
5. adequate space and materials, and
6. administrative support.
* One of the benefits of Reading Recovery is the professional development that creates literacy experts who share their knowledge with other staff and students outside Reading Recovery.
* In order to insure reliable, consistent results for students, Reading Recovery sites and schools agree to abide by the standards set out in the Standards and Guidelines of the Reading Recovery Council of North America. The founder of Reading Recovery, Marie M. Clay, granted the trademark for Reading Recovery to The Ohio State University in the United States. Permission to use the trademark is granted royalty-free on an annual basis as long as the user complies with the standards and guidelines.
Where can I find out more about Reading Recovery and early literacy?


Shinichi Suzuki, a master violin teacher, revolutionized violin teaching with his creation of the Japanese Talent Education Movement. The Suzuki Method he introduced has also been extended to other instruments viola, cello, bass, piano, flute, guitar and recorder with outstanding results. The Suzuki Method works on the principle that every child can learn music through the same process he learns his mother tongue language. With this approach, a child can develop his abilities during the early absorbing and sensitive years far beyond what most people previously imagined.
The Suzuki approach differs from other music education philosophies in that:
Just as in language learning, the parents’ role is vital in the development of early music learning ability. Parents attend lessons with the child and help with practice at home. At the same time, the parent's knowledge of the instrument and music is developed along with the child’s. The basic elements of the Suzuki Method are listening, motivation, proper technique, repetition and reinforcement. The underlying goal is to nurture a child not only in musical abilities but as a complete human being.


Designing Instruction with the Components of Numeracy in Mind
The article, "Designing Instruction with the Components of Numeracy in Mind," discusses the importance of using the components and subcomponents of numeracy when planning math instruction. The article first examines the "risky practices" that teachers often use when teaching adult students math. These five practices: primarily emphasizing calculation skills; focusing on the language aspects of word problems; attempting to dissipate math anxiety; primarily dividing math content into distinct, non-overlapping topics; and only embedding instruction within real-life contexts are discussed in detail.
The discussion of each "risky practice" includes two parts. First, each "risky practice" is clearly explained using instructional examples, and numeracy instructors will likely find at least one example of a risky practice they have used. The discussion of each "risky practice" also includes research and detailed observations explaining why teaching using that strategy does not work.
With the previous groundwork laid, the article examines the importance of using the numeracy components when planning instruction. The article does not provide a formal discussion of the components and subcompontents of numeracy. The author provides a chart and web source for this information. Instead the author discusses how these components can be integrated into the numeracy classroom.
As each component is discussed, detailed examples are provided so teachers understand how the strategy can be used in their classroom. Key components discussed in the article include: teaching several skills at once, not in succession; making sure students talk about the meaning of the math they are doing; teaching problem solving strategies; relating instruction to the goals of the students; teaching estimation skills; building productive dispositions towards mathematics (teaching students to "engage, use and persevere in mathematical thinking"); and encouraging group problem solving. The author's knowledge and understanding of teaching mathematics to adults is evident in this discussion.
Finally, the author challenges the reader to reflect on their instruction. Asking the question, "What will happen if I…" If teachers do this, their numeracy instruction will definitely improve and our adult learners will benefit.
This resource is invaluable to the field of adult education. Many teachers are uncomfortable teaching numeracy and lack ideas on how to proceed. Many teach numeracy as they were once taught. This article provides a guideline on how numeracy topics should be presented and emphasizes the importance of cognitive aspects in teaching as well.
This highly useful article provides practical tools for the adult education instructor who is interested in improving numeracy instruction. The article provides specific examples of the ways in which an instructor can put into classroom practice the components of numeracy as described in the previously-published paper, Ginsburg, L., Manly, M., & Schmitt, M.J. (2006).The Components of Numeracy. [NCSALL Occasional Paper]. (The article includes an excellent summary description of these components and subcomponents of numeracy.)
The author uses very diplomatic language to describe the five "risky' practices currently in use in many ABE programs. She describes the limitations of these practices carefully, so that instructors might recognize themselves and their instructional programs, yet not get defensive about the need for change. This is quite important, obviously, in laying the groundwork for instructor openness and flexibility to try new things.
Of significance, also, is the author's reminder to "…encourage and celebrate the use of alternative strategies to solve problems…" by asking students if anyone can do a math problem another way. As the author states, this is …"not only asking for alternative thinking but is sending the message that there is always more than one way to approach a problem or computation", which leads to greater understanding.
The author is clear in stating that there is not a rigid sequence of topics that must be followed in math instruction. Rather, she suggests that instructors start with what students already know and what they want to know and be able to do. This is advice that will resonate with instructors who do this and see its great value. It is also a very concrete example of how instructors can begin to reform instruction in numeracy.
There is an excellent discussion of the repertoire of strategies to use in dealing with the natural frustrations student encounter with math problem-solving practices.


Developing fine motor skills in 3-year-olds
Explore suggestions to encourage and refine fine motor skill development in 3-year-olds.
At age 3, children are developing fine motor control: they’re more able to move their fingers independently, using them in more complex tasks such as holding writing utensils like an adult, cutting with scissors and making more complex and precise drawings. They have also developed more spatial awareness, allowing them to be more intentional in play. For example, they may be able to stack numerous blocks, unbutton buttons, thread beads and eat with a fork. Using their special awareness along with more developed fine motor skills enables them to complete tasks they weren’t able to a few months ago.
Michigan State University Extension suggests the following activities for children to take part in to develop fine motor skills:
- Dressing and undressing dolls
- Playing with blocks
- Threading beads
- Sand play
- Using different size containers for water play
- Tearing paper for collages
- Manipulating zippers and snaps
For parents who are having difficulty getting their children to engage in activities that are helpful in skill building, try putting away some of the toys laying that don’t encourage skill development, only giving your child access to the toys that promote skills your child may need to work on. Children also tend to play longer if parents are active with their children during their play sessions.
You can check out the American Academy of Pediatrics website for more ideas or see these articles on theMSU Extension website:
- MSU Extension educator Elizabeth Gutierrez suggests that parents and children engage in the four types of play to help them refine motor skills, physical skills, learn to problem-solve and regulate emotions in her article “Playing with Children Encourages a Variety of Skills."
- MSU Extension educator Kittie Butcher explains that every area of development – physical, cognitive, communication and social/emotional – can be enhanced when children engage in pretend play or make believe in her article “Childhood Pretend Play Builds Critical Skills for Late Years."


David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Transactions of the Charles S. Peirce Society 35 (3):527 - 550 (1999)
[Abstract drawn from the later development of these ideas in ch. 6, "The Moral Artist," in John Dewey and Moral Imagination (Indiana University Press, 2003).] It is a familiar thesis that art affects moral imagination. But as a metaphor or model for moral experience, artistic production and enjoyment have been overlooked. This is no small oversight, not because artists are more saintly than the rest of us, but because seeing imagination so blatantly manifested gives us new eyes with which to see what can be made of imagination in everyday life. Artistic creation offers a rich model for understanding the sort of social imagination that is essential to moral deliberation. The "moral" of the arts is that everyday moral decisions can be as richly consummated as artistic productions. The distance is narrowed between this ideal and actual deliberations to the degree that a culture focuses beyond sedimented moral criteria to education of aesthetic virtues of sensitivity, perceptiveness, discernment, creativity, expressiveness, courage, foresight, communicativeness, and experimental intelligence.
|Keywords||Moral Imagination John Dewey Pragmatist ethics Metaphor Aesthetics Morality Art Philosophy and Literature Ethics Moral Education|
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Tyra LaVerne, Early Literacy Specialist, has been with BCPL for two years. Tyra taught preschool in California for 10 years prior to moving to Kentucky with her family.
Kindergarten readiness begins at birth. It means entering kindergarten ready to learn. Visit http://kidsnow.ky.gov/School%20Readiness/Pages/default.aspx for more information on the Kentucky standards of kindergarten readiness from the Governor’s Office of Early Childhood. Here you can find a School Readiness brochure as well as a Parent Guide.
Parents and caregivers are their child’s first and most important teacher. If you engage in five simple practices every day, your child will be developing the skills needed for school success. The five practices come from the learning initiative Every Child Ready to Read*. http://everychildreadytoread.org/
The Five Practices are: Talk, Sing, Read, Write and Play.
Children learn about language by listening to their parents and family members TALK and by joining in the conversation. Talking and telling stories are ways children learn new information, new vocabulary, and other early literacy skills.
SINGing songs is a natural way to learn about language. Singing develops listening skills and slows down language so children can hear the different sounds in words. Make up songs about what you are doing. Sing about folding laundry, making dinner, anything. Make it fun and include the whole family.
READing develops vocabulary and comprehension and nurtures a love for reading. Keeping reading fun motivates children to want to learn to read. The single most important practice for Kindergarten readiness is READING to your child daily.
BCPL has books, books on CD, magazines,music CDs, and e-books available for checkout. In addition, BCPL offers storytimes multiple times a week including evenings and weekends at all BCPL locations. http://host7.evanced.info/boonecounty/evanced/eventcalendar.asp?lib=ALL&et=storytime
Allow your child to WRITE. Practice with crayons, markers, scissors and Playdoh. As children scribble and draw, they practice eye-hand coordination and exercise the muscles in their fingers and hands. This helps develop the fine motor control they need to hold a pencil to write letters and words.
PLAY is one of the best ways for children to learn language and literacy skills. “Play is Children’s work”. Enter into their world each day. The library provides spaces to play with your child.
Boone County Community Early Childhood Council is offering Parent Cafes in October to help families of children, ages three to five, to learn strategies on how to prepare children to enter school. For more information, or to register for these cafes, please call Boone County Success By 6 at 859-534-5810.
Engaging in these five simple practices will help your child develop the skills needed to be ready to enter Kindergarten. Visit http://www.fredrogerscenter.org/blog/how-museums-and-libraries-support-early-learning/ for more information about how high quality experiences for your child are available at little to no cost to you.
Your library is a vital resource in your journey to helping your child become ready for school. The library offers programming, materials, parenting workshops and screening tools to help ensure your child will be ready. As Rachel G. Payne, Coordinator of Early Childhood Services, Brooklyn Public Library said, “Library programs connect the dots between learning and play, modeling simple activities that stimulate literacy development. Learning happens for everyone at its own pace – one book, one word, and one song at a time.”
* Every Child Ready to Read was created by ALSC (Association for Library Service to Children) and PLA (Public Library Association) as a direct response to research studies that found a significant percentage of children were entering Kindergarten without the necessary skills needed to be ready to learn.


Author(s): Hall E, Higgins S
Abstract: The use of computers in early years has become a contentious issue, with advocates calling for more Information and Communications Technology (ICT), more machines, better software, and more training for professionals, while other groups call for “a moratorium on the further introduction of computers in early childhood and elementary education” (Cordes & Miller, 2000). The authors of this article would like to declare their allegiances here: they are in favour of computers in the same way that they are in favour of books, pencils, worksheets, Lego, jigsaws, junk modelling, role play, and circle time. Activities and equipment in early years are, in themselves, neither positive or negative: it is the way in which they are used which is meaningful. Any of the things on their list can (and have) been criticised as retarding or limiting children’s development. The authors believe that children need opportunities to interact with the world at developmentally appropriate levels, to “own” the interactions, forming personal, relevant “mental furniture,” organising their learning in partnership with peers and sensitive, scaffolding adults. Such activities are appropriate in that they actively engage learners and developmental in the sense that they help to support the development of children’s learning. ICT has a place in this, and the burning questions are not whether computers should be used but where and how ICT can be used to enlarge and enrich young children’s experience of learning.
Notes: This paper draws on the large ICT literature reviews conducted by the Centre for Learning and Teaching to address a particular policy concern in the early years. As such, it relates directly to issues of developmentally appropriate practice, the meaningful incorporation of technology into pedagogy, the nature of young children's interactions with technology and the professional development needs of teachers and other key professionals in the early years.
Keywords: ICT, computers, early years, developmentally appropriate practice


Literacy development in successful men and women with dyslexia
- Rosalie P. FinkAffiliated withLesley College Email author
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To investigate how, when, and under what conditions individuals with dyslexia manage to develop high literacy levels, an interview and literacy assessment study was conducted with 60 highly successful men and women with dyslexia and 10 peers without dyslexia. The sample with dyslexia included a Nobel laureate, a member of the National Academy of Sciences, and leaders in a variety of fields requiring extensive reading (i.e., medicine, law, business, and the arts and sciences).
For both males and females with dyslexia, interest-driven reading was key to the development of high literacy levels. Results showed distinct groups of successful professionals with dyslexia: a compensated group and two partially compensated groups. In each group, literacy development was augmented by avid reading in a content area of passionate personal interest, along with systematic phonics instruction. Through avid reading on a specific topic, the individuals with dyslexia developed knowledge of the specialized vocabulary, typical text structures, concepts, themes, and issues of a particular field. Extensive reading about a favorite subject enhanced the background knowledge of these individuals and enabled them to gain reading practice, which in turn, fostered the development of reading fluency and increasingly sophisticated skills. Although topics and genres of personal interest varied, fascination with a subject area was a common theme among those interviewed.
In the literacy assessment, the 60 men and women with dyslexia demonstrated most of the salient characteristics of Chall’s (1983) Stage 5, the highest level of reading development. All participants comprehended sophisticated text, but some, with partially compensated dyslexia, showed continuing lags in basic, lower level “print” skills. Individuals with partially compensated dyslexia fell into two groups: one group showed specific deficits only in spelling, whereas the other group had difficulty in spelling, word recognition, and oral reading. Many, but not all, of the participants with dyslexia showed ongoing lags in reading rate. Gender differences were most apparent in topics of personal interest reading and in mentoring patterns.
The study explores how adults with dyslexia, who may continue to lack strong integration of lower level “print” skills, succeed in constructing higher order “meaning” skills. This analysis underscores the need for a balanced approach to literacy instruction that includes both “print” and “meaning” aspects. It emphasizes the need to integrate solid interest-based approaches as a centerpiece of instruction.
- Literacy development in successful men and women with dyslexia
Annals of Dyslexia
Volume 48, Issue 1 , pp 311-346
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- Rosalie P. Fink (1)
- Author Affiliations
- 1. Lesley College, 29 Everett Street, 02138, Cambridge, MA


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incomplete and inaccurate
- Subject: incomplete and inaccurate
- From: Stephen Krashen <krashen@USC.EDU>
- Date: Fri, 8 Mar 2002 08:43:36 -0800
- In-reply-to: <email@example.com>
- Reply-to: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
- Sender: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
Sent to Scientific American, March 8, 2002
To the editor:
"How Reading Should be Taught" (Raynor, Foorman, Perfetti, Pesetsky and Seidenberg, March 2002) presents an inaccurate definition of whole language and an incomplete view of the research on learning to read.
Contrary to what Raynor et. al. claim, whole language is not a derivative of the "whole word" approach and it does not forbid the teaching of phonics. The whole word approach simply asks students to memorize sight words, and is an inefficient way to teach reading. Whole language is based on the well-supported hypothesis that we acquire language when we understand messages and we learn to read when we understand what is on the page. The core principle of whole language is providing children with interesting texts; the teacher's task is to help make the texts comprehensible. As Raynor et. al. note, context is one way of doing this, but it is not the only way. Some direct teaching of phonics also helps make texts comprehensible. There are, however, severe limits on how much phonics can be taught and learned: As Raynor et. al. point out, some rules are extremely complex, many rules do not work well, and different commercial series teach different rules. Most of our knowledge of phonics is the result of reading, not the cause.
Raynor et. al. claim that research shows that phonics-based methods are superior to whole language methods in helping children learn to read. This is not correct. Much of this research (eg some of Chall's review and the Arabic study Reynor et. al. describe) actually compares phonics-based teaching to whole-word methodology, not whole language. As Raynor et. al. note, the National Reading Panel (NRP) recently reviewed studies comparing phonics-based methods with those labeled whole language. The NRP did not consider the crucial variable of how much reading the children did. I reviewed the same studies, as well as those the NRP inappropriately excluded, and concluded that children in classes in which more meaningful reading was done outperformed those in classes in which less reading was done on tests of reading comprehension. Meaningful reading is the crucial variable in interpreting these studies and it is the core of whole language.
Raynor et.al. reported that in Evans and Carr's 1985 study children in "traditional" reading instruction (termed "routinized performance") did better on tests of reading comprehension than children in what Raynor et..al. considered to be "whole language" type classes (Evans and Carr termed this group "language-oriented" and did not use the terms "whole language.") Children in the routinized performance class read more, spending about five minutes more per day on silent reading, which amounts to about 18 more hours of reading over the year. Also, the routinized performance classes emphasized "contextual meaning" more (p. 333). The language-oriented group did more oral reading of stories the children had written themselves or had dictated to the teacher, an activity that entails less new meaning. Thus, a careful look at what the children actually did reveals that the results of this study are consistent with those of other studies showing that children who read more do better on tests of reading comprehension.
Raynor et. al. also appear to have missed Elaine Garan's recent review of the NRP research on phonics, which appeared in the Phi Delta Kappan last year. Garan concluded that NRP's own analysis shows that heavy phonics instruction primarily impacts tests of regularly spelled words presented in isolation, and has little impact on tests of reading comprehension given to children beyond grade 2.
Stephen Krashen, Ph.D.
Rossier School of Education
University of Southern California


Common Core State Standards Implementation Assistance Toolkit
The Common Core State Standards present a transformational opportunity and a call to action for school librarians. The transformational opportunity challenges school librarians to revise their programs and focus on the critical role the library can play in engaging and supporting student learning through:
The call to action challenges school librarians to collaborate with classroom teachers to:
Integrate the new standards into instruction
Provide leadership in their implementation
Share resources with others in the field
Promote the role of the school library program in student achievement
According to Loertscher and Lewis (2013) in an AASL and Achieve action brief, Implementing the Common Core State Standards: The Role of the School Librarian, real implementation of the Common Core State Standards in schools and school libraries cannot happen without these three steps:
Step 1: Understand It
Step 2: Create a Plan
Step 3: Act on It
The purpose of this toolkit is to assist school librarians in (1) understanding the Common Core State standards, (2) creating plans with classroom teachers for implementing the standards, and (3) acting on these plans. Further, this AASL Common Core State Standards Implementation Task Force suggests that school librarians must become stellar in these roles. As such, the Task Force has produced a toolkit of resources to support school librarians in meeting these challenges. This toolkit offers practicing school librarians, school library educators, administrators, and other stakeholders a variety of publications and online resources for transforming school library programs and services to meet the rigor and relevance of the Common Core State Standards and responding to the call for action in promoting their critical role in student achievement.
Implementing the Common Core State Standards: The Role of the School Librarian from AASL & Achieve
Description: This action brief was created by AASL members who were asked by the American Association of School Librarians, in partnership with Achieve, to create the action brief on the role of school librarians in the implementation of the Common Core State Standards (CCSS). Its purpose is to help librarians and school leaders navigate and implement the standards to truly make our students college and career ready.
AASL's School Librarians Role in Reading Toolkit
Description: This toolkit was created by an AASL task force to help school librarians coteach reading comprehension strategies. The toolkit focuses on seven strategies and provides background information and handouts for each strategy. Additionally, there are PowerPoint presentations on collaborating with other literacy professionals, research in reading, and using Web 2.0 tools to support students' reading development. The toolkit also provides elevator speeches, scenarios, and a self-assessment tool that librarians can use to measure their work in coteaching reading comprehension.
Common Core State Standards
Description: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects | Appendix A includes research supporting key elements of the standards and a glossary of key terms.
Maniotes, L. (2013). Demystifying text complexity. School Library Monthly, 30 (2), 29-32. Description: A practitioner piece that describes text complexity in a easy-to-read format that practicing school librarians can use for collection development and readers advisory.
Harada, Violet H. and Coatney, Sharon., eds. (2013). Inquiry and the Common Core: Librarians and teachers designing teaching for learning. Santa Barbara, CA: Libraries Unlimited.
Ratzer, Mary Boyd, and Jaeger, Paige. (2014). Rx for the common core: Toolkit for implementing inquiry learning. Santa Barbara, CA: Libraries Unlimited.


This best-selling book addresses language variations among children, new advances in linguistics and neurology, and the importance of literacy, as well the impact of these issues on our understanding of individual development. In addition, this clearly written and comprehensive book features sections on culturally and linguistically diverse children to reflect the realities of schools in the United States. Developed within a practical framework, Language Development: An Introduction examines every aspect of syntax, morphology, semantics, phonology, and pragmatics. New features to this edition include: A new chapter (Ch. 11) on School-Age Literacy Development. Updates to the chapter on Cognitive, Perceptual, and Motor Bases of Early Language and Speech (Ch. 4) that include the latest in brain imaging information to convey links between anatomy, physiology, cognition, and language, as well as the roles these links play in the development of language abnormalities. Updated Companion Website that now includes extensive audio examples of child language.
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Rent Language Development 7th edition today, or search our site for other textbooks by Robert E. Owens. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Allyn & Bacon.


One of the ways the Plan Ceibal English programme is able to work is through the use of a specially-written lesson plan that allows the (generally non-English speaking) classroom teacher (CT) to follow what the remote teacher (RT, the English teacher) is teaching in Lesson A, and also that allows her to carry out the practice activities in the follow-up lessons B & C, when she is alone with the children.
As Jeremy Harmer mentioned after his visit and observation of a remote class:
The English lessons in Plan Ceibal look (as far as I can see) pretty much like most Young Learner English lessons. They include monsters and songs, basic grammatical patterns, the sort of vocabulary you'll find in most general English coursebooks, and scripts (with quite a lot of Spanish thrown in) to guide the distance teacher.
|Objectives slide from the Week 1 lesson plan|
The lesson plans are similar to the kind of lesson scripts you can find in some published course-books. They indicate (in some detail) what the teacher should do in each part of the lesson
There are actually two versions of each scripted lesson plan, one in English and one is Spanish. The Spanish version allows the classroom teacher to understand exactly what to expect to happen during the remote (class A) lesson and what they need to do to practise in the follow-up (classes B & C) lessons.
This seems to be working well. The survey of classroom teachers that was undertaken last year (650 out of a total of 985 CTs responded) showed that 65% of the CTs used the lesson plans almost always for classes B & C. 33% said they used them sometimes, and only 2-3% stated they never or almost never used them. It's also great to see that 98% of the CTs evaluated the digital materials of the programme positively.
The lesson plans were (and are still) being written by a team of writers based in Argentina, led by Cristina Banfi and Silvia Rettaroli, and it is thanks to their hard work and those of their colleagues that they are working so well.
You can learn more about how these materials were developed by reading the paper 'ELT through videoconferencing in primary schools in Uruguay: first steps' by Dario Banegas (2013), who was the former project manager on the programme. In this paper, he talks about the importance of the weekly cycle of coordination (between the CT & RT), the lessons A, B & C and the ongoing evaluation and adjustments. The lesson plans have also been written to tie in with the Uruguayan primary curriculum. As Banegas states:-
The authors (Banfi and Rettaroli, 2012) drew on curricular content to teach English and established curricular and procedural bridges with the Uruguayan primary school curriculum. The course authors justified the adopted approach on the necessity to encourage language use related to learners' experience of the world and their formal education trajectories. This led to developing lessons which responded to learners' interests and context.
In a future blog post, I'll be looking at one of these lesson plans in detail.


This is an exciting time for early childhood in Colorado and our community. What better time than now — during April, the Month of the Young Child — to celebrate the building momentum to promote and support healthy children, families and quality child care?
At the state level, we’ve developed and embraced the Early Childhood Colorado Framework, whose overarching goal is to ensure that all children are valued, healthy and thriving.
New city and county programs are focused on promoting children’s health; reducing obesity; and advancing the safety, well-being and resilience of all children in our community.
One of the many services of the Early Childhood Council of Larimer County is its Best Start for Babies program, provided free to new and expectant parents. Learning about their babies’ needs and community resources they can tap for help increases parents’ confidence and efficacy.
Families need other supports, too, including access to high-quality child care programs they can afford.
Babies’ brains develop at an amazing pace during their first few years and are especially well-suited for imagination and learning. In fact, more neural pathways are available to babies than adults. As we grow older and experience more, our brains “prune out” the weaker, less used pathways and strengthen those we use more often.
When we’re children, we’re devoted to learning about our world and imagining other ways the world could be. It’s this type of exploration that makes babies and young children “the R&D department of the human species — the blue-sky guys, the brainstormers,” says cognitive scientist Alison Gopnik. “Babies think up a million new ideas, mostly useless, and we adults take the three or four good ones and make them real.”
To foster this growth and creativity, babies need a healthy start: good nourishment; health care; consistent, quality care from parents and early childhood professionals; and an involved community.
Child care is no longer “babysitting,” as it was once considered. It’s care provided by parents and early childhood professionals who understand and respond to young children’s needs and make them feel valued and safe. It’s care that’s provided in a well-organized environment that offers a variety of developmentally appropriate activities to stimulate young imaginations and learning. It’s care that helps young children learn how to keep themselves, their friends and their things safe.
Having commitments at the city, county and state levels is a great start to ensuring that all children are valued, healthy and thriving. Let’s celebrate these accomplishments and work together even more to make sure that all families have access to high-quality child care programs and other parenting supports, and that early childhood professionals have the knowledge, skills and supports to work effectively on behalf of children and families.
Raising kids is a community responsibility. When all the right conditions are in place for babies and young children to grow and learn, our whole community benefits.
Anne Lance is executive director of Teaching Tree Early Childhood Learning Center.


R.E.A.D.: Seventy Strategies to Support Reading Success
October 2009, ©2010
Divided into eight sections, each section contains a brief conceptual overview as well as specific strategies that can be used to facilitate the development of that literacy process. Each strategy follows a READ format: (R) explains why the strategy is important in developing strategic readers as it applies to that particular literacy element. The strategy explanation (E) extends on the importance by more explicitly defining and describing critical characteristics that it encompasses. The application (A) section provides a descriptive narrative of what the strategy might look like in the classroom. Step-by-step procedures for strategy implementation are provided in the delivery (D) section.
Section I—Oral Language
Language Experience Approach
Sketch to Stretch
Section II—Phonemic Awareness
Rainbow Alphabet Arc
Word Family Concentration
Fluency Development Lesson (FDL)
Neurological Impress Method
Tape Assisted Reading
List Group Label
Semantic Feature Analysis
Vocabulary Knowledge Rating Scale
Directed Reading and Thinking Activity
K- W- L
Question - Answer Relationships
Questioning the Author
Skimming and Scanning
Section VII: Writing
Section VIII: VIPs
V.I.P.s: Very Important Practices and Strategies
Sustained Silent Reading
A collection of strategies based on the 5+2 essential elements of literacy instruction: oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing.
A “teacher friendly” text that can be used to provide students with strategies for developing a clearer understanding of the seven areas of literacy development.
Divided into seven sections, each representing one element of literacy instruction that contains an overview of the element and the specific strategies that can be used to assist the growth of that literacy method.
Each strategy follows the READ format:
R-Rationale for the Strategy
E-Explanation of the Strategy
A-Application of the Strategy
D-Delivery of the Strategy
Graphics are provided at the beginning of each strategy to identify how it should best be used: during what part of the reading process, with what size group, and the appropriate grade level.
A reference section and/or other resources are provided at the end of each strategy description.
Most strategies are flexible can be modified to be used during different points of the reading process
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Education and Schools in Israel
The Israeli education system offers a high standard of education and is strongly underpinned by the goals of imparting civic values, knowledge of Jewish heritage, technological and analytical skills, as well as a broad general knowledge base to students.
Schools in Israel are generally more informal compared with those in America and the UK. The socio-economic status of a neighbourhood greatly affects the atmosphere in its schools. Teachers and principals are addressed by their first names. The curriculum tends to be broader than that found in North American schools, and emphasises maths, science and foreign languages.
Kindergarten and elementary schools attempt to follow a progressive model, valuing experience and social exchange, as well as creativity, play and emotional development.
Hebrew is the main language spoken in institutions of higher education, whereas Arabic is the language of instruction at Israel’s three teacher-training colleges. Some programmes and courses are taught in English.
The academic calendar year follows the Jewish calendar.
Public education in Israel
Israel provides free and compulsory elementary education for all children aged between five and 15 years old. Tuition is free; however, textbooks and school supplies usually need to be purchased. Other fees are generally required for extra-curricular activities, such as school trips, English lessons and parties.
Israel also has an established national system of public secondary schools (high schools). Most high schools have independent and recognized legal status and are run by public bodies and local committees. Funding is received from the Ministry of Education.
Private education in Israel
If expat children do not speak Hebrew or Arabic, then private schooling is the best option. There are also numerous international schools in Israel, where expat children can continue with the curriculum they are used to.
Private schools can be very expensive for those earning a local salary, but the quality of education is much better than that of a public school. Those earning expat salaries will find private education in Israel considerably less expensive than in their home country.
Applying to a private school in Israel
Private schools can be highly competitive and many require rigorous testing before admitting a student. Students typically undergo verbal reasoning and English proficiency tests, a maths test and, in some cases, a science test. The head teacher may also interview the prospective student.
International schools in Israel
Israel has a total of eight large universities, most of which are based in Tel Aviv and Jerusalem. An Open University also exists, but it focuses primarily on adult learning.
In order to gain admission to an institution of higher education, students require a full matriculation certificate (bagrut) from the national Ministry of Education. This is acquired by achieving passing grades in a required minimum set of examinations, in both compulsory subjects and electives. Receipt of a bagrut, and high test scores, greatly influences one's acceptance into elite military units, academic studies and employment.
The other requirement for admission is the national academic admissions psychometric examination. Equivalent to SAT examinations in the United States, the psychometric examination consists of three components: verbal aptitude (administered in Hebrew or Arabic), quantitative aptitude and English ability. The institutions of higher education in Israel merge the candidates' bagrut grades and their psychometric scores into a single composite score, which is then used to determine whether they will be accepted or rejected.


Handwriting requires the integration of many skills. A child must be able to sit upright, pay attention, hold the pencil correctly, hold the paper with the non-dominant hand, understand the direction of letters and words, accurately form the letters and words, and use appropriate spacing. This is only a portion of what is required for handwriting! These skills can require the integration of all seven sensory systems. However, the visual, vestibular, proprioceptive, and tactile systems are the primary systems involved in handwriting.
The integration of the vestibular and proprioceptive senses is required for a child to be able to have the appropriate postural control to sit upright, and have the stability in the shoulder to control his hand. These sensory systems also help the hand to coordinate and plan the movements necessary to form letters. Visual processing is necessary for the child to perceive what he is seeing and to know how to reproduce the same figures on his paper. Additionally, he must have tactile and proprioceptive awareness to have an adequate grasp and pencil pressure.
At Leaps and Bounds, a child is assessed to determine which sensory systems are impacting his handwriting. Therapy focuses on improving foundational skills and abilities. These areas are addressed through fun, playful activities that improve sensory processing, postural control, fine motor strength and coordination. As the child develops these underlying skills, he will make improvements without the frustration of practicing handwriting. Tasks that were previously insurmountable will now become easier and more fun.


THURSDAY, Aug. 2 (HealthDay News) -- It's been said that music soothes the savage beast, but if you're the one playing the instrument it might benefit your brain.
A growing body of evidence suggests that learning to play an instrument and continuing to practice and play it may offer mental benefits throughout life. Hearing has also been shown to be positively affected by making music.
The latest study, published in the July issue of Frontiers in Human Neuroscience, shows that musical instrument training may reduce the effects of mental decline associated with aging. The research found that older adults who learned music in childhood and continued to play an instrument for at least 10 years outperformed others in tests of memory and cognitive ability.
It also revealed that sustaining musical activity during advanced age may enhance thinking ability, neutralizing any negative impact of age and even lack of education. It's unclear, however, whether starting an instrument in adulthood provides any mental advantages.
"Behaviors can change your brain," said study author Brenda Hanna-Pladdy, an assistant professor of neurology, radiology and imaging sciences at Emory University, in Atlanta.
The study confirms and refines findings from previous research published April 2011 in the journal Neuropsychology.
In childhood, when the brain is still developing, it seems that learning a musical instrument and continuing to play it for at least a decade or more may lay the groundwork for benefits later in life, Hanna-Pladdy said. But it's also valuable to then pick up the instrument in middle age and start playing again, she noted.
In this study, 70 musicians and non-musicians aged 59 to 80 were evaluated by neuropsychological tests and surveyed about general lifestyle activities. The musicians scored higher on tests of mental acuity, visual-spatial judgment, verbal memory and recall, and motor dexterity.
Hanna-Pladdy, a flutist, became interested in studying the impact of music education on the brain through her study of people with skilled movement disorders, such as those who had suffered a stroke. She realized that music could be a natural way to offer multi-sensory stimulation, an effective way to treat such disorders. She then became interested in learning more about the actual effect of musical training on the brain.
Why study music education as opposed to calculus or history? One reason is that evaluating the impact of music education is relatively easy because most people can specifically quantify the number of years they studied an instrument, Hanna-Pladdy said. It's also simpler to quantify the time spent playing music than hours devoted to other activities, such as crossword puzzles, reading or playing games. "Musical activity requires years of practice and is a challenging cognitive exercise," she said.
Cheryl Grady, a senior scientist at the Rotman Research Institute at Baycrest Centre, in Toronto, said the research confirms what has been known for some time: Education can help protect against cognitive decline in older adults.
Grady pointed out that it remains unclear what is actually causing the beneficial effect. "We still don't know that much about what actually happens in the brain. My hunch is that in terms of these results, it has to do with the practicing, the continued stimulation of the brain," she said.
She has studied the impact of learning a second language on the brain, which Grady said is related to the need to inhibit one language system when speaking, reading or thinking in the other. The mental process required to play a musical instrument may work in the same way as juggling dual languages to strengthen the connections in your brain over time, she noted.
The bottom line boils down to something simple: "Use it or lose it, or lose it less quickly," Grady said.
While the study found an association between musical activity and staying mentally sharp, it did not prove a cause-and-effect relationship.
Visit the U.S. National Library of Medicine for more on cognitive impairment.
SOURCES: Brenda Hanna-Pladdy, Ph.D., assistant professor, neurology, radiology and imaging sciences, Emory University, Atlanta; Cheryl Grady, Ph.D., senior scientist, Rotman Research Institute at Baycrest Centre, Toronto; July 2012 Frontiers in Human Neuroscience
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