Jon Greenman, a retired Maths Professor at Stirling University has spent a career convincing students that mathematics is to be enjoyed and not feared, “This task has been made easier, not only for students but also for those who want to keep their brain in trim, by the recent development of a range of computer games that test numerical agility. A recent addition to this market is cZeus which takes the concept much further by introducing players to more complex concepts without them realising it. cZeus is a thoroughly absorbing game based on a smart idea and has the potential to take the player further along the path to a deeper appreciation and enjoyment of mathematics.”
cZeus puzzles offer a great alternative way for practising basic numeracy skills as well learning more complicated mathematical concepts such as algebra and basic number theory. cZeus does this in a fun way and without the players knowing the underlying maths. All the players need is some basic knowledge of arithmetic and logical reasoning to start solving simpler cZeus Mortal and Hero puzzles, and with practice they can gradually improve their numeracy and reasoning skills as well as their mental agility to solve harder puzzles. Solving a puzzle essentially amounts to solving a set of simultaneous algebraic equations.
This is a great way to get the interest of a wider range of people with no formal mathematical training in such an important discipline. cZeus is more powerful than other brain training games as it teaches a real life skill and has the potential to play an important role in changing the cultural attitudes towards maths education in general. Similar to Sudoku, I am confident cZeus will become a ubiquitous maths and logic game encouraging more people to improve their numeracy skills. I highly recommend cZeus to anyone from beginners to those who are advanced in maths proficiency and would like to keep an agile mind.


Pumpkin decorating is a great Halloween activity for fine motor skill development. Carve or paint pumpkins with friends or family! If you have time, you could save the seeds and innards to make toasted pumpkin seeds or bake pumpkin bread later.
Haunted houses can be a ton of fun if you let kids plan and operate their own version. Set rules about props, equipment, and cleaning up afterward and allow kids some free time to create their own “haunted” experience. Let the kids think through the path their visitors will take and space out spooky aspects along the way. If creating a haunted house is too scary for your child you can create a fall fun house displaying pumpkins, scarecrows, and other fall-themed decorations. Gather neighbors and other adults to walk through and enjoy the fun.
Flashlight tag is a nice alternative if Werewolf tag is a little too scary. Play tag at night, but participants carry flashlights so they can be seen and can see around them.
Lantern making is a fun crafting idea and a great way to decorate for a party. Simply take some brown or white paper lunch bags and cut fun shapes and designs into them. Put a little bit of sand into the bottom of the bag and place a battery operated candle in the base.
Costume report means doing something like a book report but covering a Halloween costume instead of a single book. If your child is dressing as a famous person or character, help them read and watch information on this person and prepare a little oral report that they can give in class, at the show and tell, or for family members. If your child is dressing as an animal or thing, they can do research and prepare a report. Your child can also include why they chose to dress up as this particular character or animal. A presentation like this one will help practice communication skills.
Book in Advance to make these possible.


With the revival of interest in integrative learning approaches in some parts of the world, initiatives in integrating music learning with other art forms or non-arts disciplines are gaining increased attention in Hong Kong schools, whether primary or secondary. The initiatives may be that of the schools (top down), that of the teachers (bottom up), or that of other arts/non-arts organizations (outside-in). Terminology including integrated arts learning, arts education, arts across the curriculum, and cross curriculum arts education may be used to denote these initiatives and all may incorporate elements of music learning. How much value this has to music learning is of interests to music educators. This paper reports on the case studies involving two primary schools which hold different principles in education. In the two school cases, classes which were designed with integrative learning incorporating music, other art form and / or non art subjects were observed to see how arts education across the curriculum has been implemented by music teachers. A questionnaire was administered to all students after they have participated in these classes to retrieve collective quantitative data to see the impact of integrative learning on students. Teachers involved were interviewed to reveal their perspectives regarding pedagogy and values they hold in these initiatives. Copyright © 2007 Australian Association for Research in Music Education.
|Title of host publication||Proceedings of the 29th Australian Association for Research in Music Education Annual Conference: Music Education Research, Values and Initiatives|
|Place of Publication||Melbourne|
|Publisher||Australian Association for Research in Music Education|
|Publication status||Published - 2007|


North Dakota lies at the very northern center of the United States, bordered by Canada, Minnesota, South Dakota, and Montana. It has some of the most extreme weather in the U.S., with temperatures as low as -60 degrees Fahrenheit and as high as 121 degrees Fahrenheit recorded.
- North Dakota played an important role in Lewis and Clark’s expedition. The company wintered in a Mandan village in 1804-05, where they met Sacagawea, a teenager who had been kidnapped from her Shoshone tribe. The young woman accompanied the expedition as a guide and translator, and proved to be among the most valuable members of the party. A reservoir in North Dakota is named in her honor.
- People have lived here for at least 10,000 years. The Mandan, Dakota, Hidatsa, and Cheyenne Nations all lived here; today, at least 30,000 Native Americans still reside in North Dakota.
- North Dakota grows more flaxseed, canola, sunflowers, and barley than any other state, as well as large amounts of beef cattle, soybeans, and wheat.
- Bison, moose, elk, pronghorn antelope, and bighorn sheep all live in North Dakota.
- President Theodore Roosevelt lived and ranched in North Dakota. His cabin still stands there.
North Dakota Quick Stats
State capital: Bismark (population, 61,272)
Largest city: Fargo (population, 105,549)
State bird: western meadowlark
State flower: wild prairie rose
Questions and Answers
Question: Why is North Dakota’s nick name the “peace garden state?”
Answer: A peace garden, created in 1932, lies at the Canadian border. The garden represents a promise between the U.S. and Canada never to go to war with one another.
Watch a video about North Dakota.
Cite This Page
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MLA Style Citation
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Tobin, Declan. (2020). North Dakota Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/north-dakota/
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Category: Fourth Grade News
Hello and welcome to 4th Grade! My name is Vanessa Yelenic, and this will be my seventh year at OLP. I feel truly blessed to be able to teach within a Catholic School and have the opportunity to share my faith with the students every day. The Catholic Faith has always been an important part of my life, as well as education. This is why I made the decision to attend Wheeling Jesuit University where I earned a Bachelor’s degree in Elementary Education. I am also certified in West Virginia for grades K to 6.
In my classroom, I promote a positive learning environment. This is a space where we learn, grow, and make memories. Not all children learn the same way. This is why I design my lessons to fit my students’ needs.
“Educating the mind without educating the heart is no education at all.” ~ Aristotle
4th Grade Summer Reading
During the summer months all incoming fourth grade students are required to complete summer work. In light of the distance learning this past quarter, it is important that students continue to practice and retain content. Each child must read (2) two chapter books. One will be required for all students to read and they will be tested on this book within the first couple weeks of school. Included in this packet is guided reading questions that will need to be completed about the required book. This will be recorded as the first Reading grade for the year.
The required book is The world According to Humphrey by Betty G Birney.
The other book your child will be able to choose(fiction or non-fiction), it should be one that they have not already read. Reading during the summer is to keep the mind sharp during our months off from school. Scholastic website has many great titles, as well as Amazon. There is a list of possible titles your child can choose from if you are needing a recommendation. Your child will complete the attached book report form for the book he/she chooses.
Summer Math Packet
Your student will also complete summer math work. These worksheets are skills that should be reviewed so your child does not fall behind during our first few weeks of school. The worksheets can be found below. Please complete and return on the first day of school in August.
All incoming fourth grade students must have memorized all multiplication facts 1-12. We will be taking assessments covering those facts within the first weeks of school. Practicing them daily will ensure your child’s success in 4th grade.
I ask that you not purchase large notebooks or binders. They do not fit in our desks with all other materials. Also, the items with * next to them are things that are only if you are able to find or purchase during these uncertain times. So please do not feel you must buy these materials. I look forward to our school year together! 🙂
- Seat Sack – for extra materials (large size to fit chairs 17″ or 12″)
- Pencil box (2 1/4″H x 5 5/8″W x 8 1/4″L) or bag (No big boxes or containers)
- 1 boxes of tissues*
- 1 Highlighter
- 1 roll of paper towels*
- 2 packs of loose leaf paper
- Crayons or colored pencils
- 1 glue stick
- 1 bottle of Elmer’s white glue
- 1 container of Clorox wipes*
- 1 bottle hand sanitizer*
- 1 box of Band-aids*
- 3 Spiral Notebooks
- 1 Composition Notebook (Science)
- 5 Two Pocket Folders
- Take Home
- “Keep at School”
- Headphones…..These will move with your child from grade to grade – do not send in a new set if you sent in previous years. Headphones are to be kept in a plastic zip lock bag with child’s name on it. (Ask your child if their headphones still fit or are damaged. No ear buds at this age please)
*Please put child’s name on all supplies except Clorox wipes, tissues and paper towels, Band-aids etc…


A Neuro-Developmental Model
Often, “new” science simply confirms the merits of how things have always been done.
Science often reveals new ways of doing things that improve upon the way things have always been done. Consider the computer, which has practically eliminated limitations of geography and time. Tasks which used to require large groups of people, vast amounts of time, and close proximity are now completed in a fraction of the time, regardless of a member’s location.
Yet, the more science advances, the more we realize that the “secrets” to so many things were already intuitively known to us. We just may not be consciously aware of them. Think about nutrition. There is a growing awareness that the more food is processed and removed from its original form, the less capable it is of providing what the body needs. Is it “new science” to use natural foods to maintain a truly healthy diet?
The industry that has built up around how to teach reading has been centered on one question: “How can we present reading in a new way so that more students get it?” Publishers, in search of the next new thing, have tried everything from colorful cartoon mascots to novel activities that increase engagement. During this time, however, research has continually shown how the typical child’s language and reading skills develop by building off more foundational phonological skills – intuitively known to us (though not always strong enough to allow fluent reading skills to develop).
From the time a child starts to look at adult mouth movements, to the moment when they write their first well-organized essay, the roadmap for language skills has slowly been pieced together. Is it possible that the science of language and reading is simply leading us back to the way these tasks have been done all along, but with an increased awareness of the process itself?
A Neuro-Developmental Model
Research conducted over the past 20 years sought to answer this question: If the skills necessary for reading fluency can be identified and strengthened in young students who demonstrate warning signs for weak reading skills, can they be prevented from reading failure? The answer was a resounding “Yes,” as over 97% of them dramatically improved their reading skills, and most of them were either reading at or above their grade level by 2nd grade. The same was done for students already struggling to read, again, with dramatic results. Two elements were present in the interventions used in this research:
1) The intervention followed the roadmap of skills revealed by scientific research, from individual language sounds to reading fluency.
2) The intervention used research principles necessary to build skill and function in the brain.
These two general characteristics constitute what we now call a neuro-developmental model.
Characteristics of a Neuro-Developmental Model
Using this roadmap and the principles of skill-building (accomplished via “neuroplasticity”), a neuro-developmental model should include the following specific elements:
1. Students should be able to perceive language sounds before being asked to produce those sounds
2. Begin with spoken language skills before moving to written language skills. This means strengthening foundational skills, like:
· Phonological awareness, or the understanding of what a person sees, feels, and hears when they make language sounds
· Phonological processing, or the ability to identify, manipulate, and reproduce changes in individual sounds within words
3. Instructions should only move from simple skills to more advanced skills as lesser skills are mastered
4. Instruction should be multi-sensory and make use of discovery-based learning strategies in a gradual-release model that fosters student independence
5. All activities are engaged in a way that will efficiently and effectively create and strengthen the necessary neural connections in the brain (neuroplasticity). This means that all activities must be done with the following elements:
· Frequency – The activities must be done often enough to build the skill.
· Intensity – The activities must be done with enough vigor and focus to build the skill.
· Specificity – The activities must target and build the desired skill.
· Duration – The activities must be done over a long enough time span to build the skill.
· Neuro-developmentally – The activities must follow the typical path of how that skill is acquired, as described above.
The key to effective reading instruction for people has been with us all along, and the new science has brought us back around to this realization: People don’t “learn differently” in the sense that they need content presented in different ways. Some people naturally develop certain skills, while others have to be taught those skills explicitly. Either way, the same path must be followed and the principles of skill building, required by all people, must be adhered to.


Main Article Content
This article is based on a workshop I presented at the 2018 Big History International Conference in Philadelphia, where I addressed findings from my recently completed PhD thesis: An Tair-seach (threshold): An exploration of connecting the emerging scientific story of the universe to authentic Catholic primary school environmental education. My research investigated the extent to which students’ environmental values could be informed through integrating story, values, environmental education, personal cultural origins, and Big History into the primary school curriculum. The methodology focused on employing Big History as a vehicle to achieve a cohe-sive, wider worldview for young learners, empowering them to engage in transformative think-ing for the future. Semi-structured interviews were conducted along with a 17-week Big History pedagogical program with 8-9 year old students and their teacher. Qualitative analysis of these interviews indicated that primary students1 could successfully access a shared, evidence-based and flexible narrative. Five interdependent themes emerged: ‘shared vocabulary and knowledge of Big History’ were foundational in allowing students to engage in meaningful discussions, alongside their knowledge of their ‘local cultural origin stories,’ ‘local school values,’ ‘transdisciplinary learning’ and ‘environmental values within socioecological learning.’ The find-ings have wider implications for the Big History collective, providing evidence that Big History is accessible and relevant to primary students within a transdisciplinary based and critical in-quiry-learning structure.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).


Common Core State Standards
College and Career Readiness Reading Anchor Standards for Grades 6-12 for Literature and Informational Text
- Reading 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- Reading 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
College and Career Readiness Writing Anchor Standards for Grades 6-12 in English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
- Writing 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
College and Career Readiness Anchor Standards for Speaking and Listening for Grades 6-12
- Speaking and Listening 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 3: People, Places, and Environments
- Theme 4: Individual Development and Identity
National Standards for Music Education
Core Music Standard: Responding
- Select: Choose music appropriate for a specific purpose or context.
- Analyze: Analyze how the structure and context of varied musical works inform the response.
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
- Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.


Work at home activities - Summer Term
Work at Home Activities
Geography at Clare Mount
The Geography department aims to promote, encourage and develop an interest and enthusiasm for the study of Geography. We seek to develop students as geographers in three key areas:
- Geographical knowledge and understanding: Develop their knowledge and understanding of the characteristics, processes and challenges found in different physical and human environments at a variety of scales and locations
- Geographical skills: Students will learn a range of skills to critically analyse different geographical issues and challenges to draw reasoned conclusions
- Geographical resourcefulness: Our students will become able to confidently draw upon their knowledge, understanding and skills as well as use their initiative and creativity in pursuit of solutions to the various geographical challenges they will study.
Key stage 3
Year 7 Geography at Clare Mount will encourage pupils to question and wonder at the world around them. Pupils will complete a range of units created with the aim of developing and improving their geographical skills, knowledge of places and understanding of processes. Initially they will be studying our planet, how it was formed, what makes it unique and how humans interact with it. They will then build on the map skills by using a variety of maps and advancing their knowledge of how to use them. We will also be undertaking the study of places drawn from a number of areas of the world including the UK and Europe.
Year 8 the focus will be ecosystems looking at the Amazon Basin and Hot Deserts together with an in depth study around development in year 8.
Year 9 will focus on Physical Geography including the rivers of the world, the coastal zone and tropical rainforests, pupils will visit Hilbre Island to investigate local coastal erosion. 'The Restless Earth' a study of earthquakes, volcanoes and plate tectonics
Mount Rinjani Lombok Indonesia
We study the AQA Specification at GCSE. From 2018, pupils will be graded at 9-1 under the numeric award system. The course develops a wide range of geographical skills and builds a good base of knowledge and understanding across a number of different areas.
Students will study a range of topics, some physical and some human, but all with some interaction and interconnection. Physical topics include rivers, weather hazards and ecosystems and their management. Human topics include global development and resource management. There will be two major field work opportunities, one focusing on a physical area of study, the other on a human area of study which will feature as part of the final examinations. Physical Geography field work is carried out around the Jurassic Coast in Dorset including Lulworth Cove and Durdle Door. The Human Geography field work in Albert Dock Liverpool. There is no coursework
Study of this course will give students of all backgrounds the opportunity to develop:
- engaging and topical content
- a stimulating blend of traditional and contemporary Geography to suit students of all abilities
- the study of physical and human Geography
- a focus on physical processes and factors that produce diverse and dynamic landscapes over time.
- communication skills
- graphical and cartographical skills
- technological skills including ICT and GIS
- interpersonal skills through debate and discussion
- literacy and numeracy skills
- problem-solving skills


PHIL3003 Moral Theory
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 3 option in the Philosophy; Philosophy, Politics and Economics major sequences
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 3 elective
- The core of this unit consists in a survey of influential moral theories. Students engage both with contemporary readings and with certain classic texts such as those of Aristotle, Kant and J. S. Mill. The details vary from year to year, but typically include: (1) theories of intrinsic value and wellbeing such as hedonism, preferentism and objective theories; (2) consequentialist theories of moral rightness, including act-utilitarianism and rule-utilitarianism; (3) deontological theories of moral rightness, including pluralism, Kantianism and contractualism; and (4) virtue-ethical theories, with a focus on Aristotle's Nichomachean Ethics.
- Students are able to (1) independently interpret complex philosophical texts; (2) demonstrate an understanding of complex philosophical arguments and positions; (3) evaluate complex philosophical positions and arguments; (4) weigh the virtues and vices of competing philosophical doctrines; (5) construct persuasive arguments concerning difficult philosophical issues; (6) demonstrate advanced written communication and research skills; (7) reflect on the nature and purpose of philosophy and philosophical argumentation; (8) understand how moral judgements differ from non-moral judgements; (9) recognise and utilise the sorts of evidence and reasoning that is relevant for establishing a moral conclusion; (10) apply general moral theories to concrete actions and social policies; (11) distinguish between deontological, consequentialist, and virtue-theoretical approaches to moral theorising; and (12) demonstrate a knowledge of three of the most influential texts in the history of Western moral philosophy—Aristotle's Nicomachean Ethics, Kant's Groundwork for the Metaphysics of Morals, and Mill's Utilitarianism.
- Indicative assessments in this unit are as follows: (1) essays; (2) examination; and (3) participation. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Assistant Professor Michael Rubin
- Unit rules
- any Level 2 Philosophy unit
PPHE2211 'History of Political Ideas'
PPHE3327 'Contemporary Political Theory'
- PHIL 2209 Moral Theory
- Contact hours
- lectures: 2 hours per week; tutorials: 1 hour per week
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Music education classes can enrich the life of an adult or child in many ways. Children who learn a musical instrument or sing usually perform better on test scores at school.
Here are a few reasons why music education is beneficial to both adults and children
1) Build self-confidence while having fun.
For those who have music education classes in school, learning an instrument and playing in a band can be lots of fun. Children as young as eight or nine can be taught how to play a variety of instruments. Bands usually have concerts on a regular basis where the children can play for their parents and others in the school. Adults with music background can form their own bands and perform in public places. Performing to a public audience is a great way to build self-confidence for both adults and children alike.
2) Team work and friendship
Learning about the value of notes, time signatures, and exits and entrances will help them to be a member of a team. Each member of a band or ensemble must work together to produce a well-coordinated piece of music. Besides teamwork, they can make friends very easily. This is especially beneficial for children and other adults who want to be more sociable. Together, they can explore many different types of music and learn to play different musical instruments.
3) Better analytical skill
A good music education can help improve the analytical skills of adults and children. For children and students, music plays a significant role in improving their math and thinking skills in many cases. For most people, they use only the left side of the brain to analyze and solve problems. However, a music education can help develop the right side of the brain. The effect is that children or adult are able to solve problems in a shorter time and using better solution.
4) Stress Reduction
Music has widely been regarded as an effective mean to reduce stress. In fact, this is one of the reasons that make music education so popular. Many people actually feel calmer and cheerful when playing music, including children. However, heavy metal or rock music tends to have a reverse effect on many people and it is generally not suitable as a mean for stress reduction.
5) Turn music into a career
For those who have an immense love of music, they can turn it into a full time career. There are many types of jobs that are related to music. They include music teachers, professional singers or bands, conductors and many others.
Today, more and more parents are also encouraging their young children to take up music lessons. If there is no music education program offered at school, they will send their children for private lessons. This can be beneficial but in a different way. Instead of being part of a band, music students will have to learn to rely on themselves when playing their instruments. Many children tend to take piano lessons or guitar lessons because these are instruments that can be played alone or with a group. In fact, these instruments are also very popular with adults. Regardless of the instruments, a good music education will leave a positive effect on both children and adults for many years to come.


By Teachers, For Teachers
Teaching the components of narrative writing to elementary students can be a daunting task. With the Common Core State Standards pushing more fact-based writing, teachers can use narrative writing as “Fact-based” when written in first person or for a biography.
Here are some simple teaching strategies along with a few quick tips to get your students writing narratives more effectively.
A simple way to teach students the components of narrative writing is to read them the ever-so-popular nursery rhyme “Little Miss Muffet.” This simple rhyme has all of the components that students need to help them identify each element in a story:
Have students keep a copy of this nursery rhyme in their notebooks or have them memorize it so they can use it as a reference to check their own narratives.
Use the simple technique above to introduce the concept of narrative writing to your students. Show them how one component leads into the other. Make sure that you read both fiction and nonfiction so students can see how narratives can cut across both genres. Here are a few tips for teaching about narrative writing from the early grades to the upper elementary grades.
During the early primary years, students are just beginning to learn about writing and the writing process. This is the best time to prime students and give them the knowledge about the elements of narrative writing. Reading both fiction and nonfiction narrative stories will help prepare them for when they are a bit older, and when their writing skills are more developed. While reading a narrative, generate a class discussion about the characters, setting, plot, problem and solution. This pre-writing skill will help students build a timeline of the events that occur in the story, and it’s a skill that will develop as they get older.
By third grade, students should have sense of what narrative writing is all about. Their writing skills are developed and they are able to write a narrative quite easily. The key to writing a great narrative at this point of their educational career is for students to keep an outline of the events of their writing piece. An outline will help them write the key events that is in their narrative. During this time period, it is also good to really focus on the introduction as well as the supporting evidence in the story. Students can gain a lot of insight when they see their events laid out in order on a timeline or in a graphic organizer. Discuss the importance of a beginning, a middle, and an ending. It’s also a great time to start talking about a story’s climax.
Students in the upper elementary grades should have a very firm grasp of how to write a narrative by now. Some tips for students to focus on during these grades are sentence structure and integrating evidence into their narratives. They need to learn how to back up what they are trying to say with facts and/or evidence. Students in the upper grades are now able to write from another point of view. This is a great time to challenge students to write a narrative biography from another perspective. Then, students can discuss what (and if) the differences are between the two.
In order for students to effectively write a narrative, they should learn and memorize every key component of a narrative writing piece. The best way to do this is to memorize the nursery rhyme mentioned above. Once they master that, they will be able to better organize their thoughts onto paper and it will all be smooth sailing from there.
How to do teach narrative writing to your elementary school students? Do you have any tips or tricks that you would like to share? Please comment in the section below, we would love to hear your thoughts.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


Autism Spectrum Disorder (ASD) Support Beyond Tutoring
ASD is a neurodevelopmental disorder that affects how people process information. ASD is a lifelong condition, and while one cannot grow out of it, it can be mitigated by early diagnosis and intervention. ASD can affect behaviour, social interactions, and one’s ability to communicate. Characteristics of autism occur on a spectrum, meaning that while all people with ASD will experience certain difficulties, the degree to which each person experiences these challenges will differ. Commonly, students with ASD will experience delays in language development; present challenges with verbal and non-verbal communication, social skills; show unusual patterns of behaviour, interests, and activities; or express more interest in objects than people.
Types of ASDs
Previously there were different diagnoses of autism, namely Aspergers, PDD-NO and CDD. In 2013, a new diagnostic criteria was released (Diagnostic and Statistical Manual of Mental Disorders (DSM-5)) which no longer includes these disorders. There is now only one diagnosis of Autism Spectrum Disorder.
Autism also demonstrates an extreme gender bias with current estimates in Canada and the US showing a 4:1 ratio of males to females. This is due in part to females demonstrating characteristics which don’t fit with the ASD profile (usually associated with males). It is also thought that perhaps females are more efficient at masking their difficulties.
Common Issues Associated with ASD
Trouble with social skills: People with ASD struggle to read and interpret nonverbal cues like body language and facial expressions. They might also have trouble with ‘unwritten’ social rules.
Executive functioning: Students may struggle with transitions, managing assignments, organizing their work, and planning for task completion. One common challenge is with flexible thinking, or the ability to think in new ways about a problem.
Sensory processing: It’s common for people with autism to have trouble taking in and responding to sensory information. They may seek out or avoid certain sensations, or have a heightened sensitivity to light, sound, touch, taste, or other senses. This can also lead to meltdowns.
Reading comprehension: Students may struggle with reading comprehension, especially answering higher-order thinking questions. This in particular is noticeable with cause and effect questions or questions that involve emotional response.
Written and verbal language: People may struggle to express themselves and participate in conversation. Some also can’t control how loud they speak, and with what tone. Students are sometimes unable to express themselves in writing, have trouble brainstorming and organizing ideas, and struggle with how to improve their writing.
Handwriting and motor planning: Students may have difficulties with fine motor skills required for handwriting. Students may seem clumsy and uncoordinated.
Repetitive behaviours, obsessions of routine: Physical behaviors like arm flapping or rocking (sometimes called stimming) are common. Some people might also repeat certain sounds or phrases. Predictable routines and structure help people feel safe and comfortable. People with autism may “get stuck” on a topic or an idea when something unexpected happens.
How We Support Students with ASD
Using Concrete-Representational-Abstract teaching to promote the ability to use and understand various reading comprehension strategies and help link higher order thinking skills to more concrete lesson activities
Using Direct Instruction in numerical or rule-driven written expression (using Rumack Writing programs) approaches to writing
Breaking down activities into smaller and more manageable steps and providing explicit examples for a student to copy, then model before they act independently
Introducing and training students in the use of assistive technology related to writing, emotional comprehension, and executive functioning
Partnership with teachers and parents to ensure that the systems are consistent across multiple environments and daily check-ins become part of students’ routines
Get Started with ASD Support Today
Further Reading and Resources
Download the PDF version of this page here.


Measuring Value — Under The Microscope
When Washington Township Public Schools in Sewell, N.J., determined that personal digital assistants would be an affordable, effective way to move toward its goal of one-to-one computing, it started small. Rather than distribute PDAs to every classroom in the district, it handpicked four teachers who cover a range of subjects and grades to take part in a pilot project.
The pilot raised many questions: How much classroom prep time and cleanup would the PDAs require? Would they be too fragile in the hands of active children? What additional equipment or software would they need? How much training would be necessary? What’s the cost of replacing batteries? How do students respond to the devices? Do PDAs make a difference in the quality of work produced?
“Would you buy these for every single student, every single classroom right off the bat?” asks Joe Vandenberg, assistant superintendent for curriculum and instruction at Washington Township Public Schools. “No, you wouldn’t, because you don’t know how they work. You assess return on investment by calculating in a pilot what the total investment will be.”
Weighing Costs And Benefits
Yet schools around the country invest in technology all the time without knowing its real value. While it’s difficult to measure a tool’s specific effect on learning, that’s exactly what pioneering schools are doing. (See “Add IT Up ” on page 24.) Running small pilots helps them get a clearer idea of costs and benefits. And arming themselves with specific numbers helps schools sell their proposals to school boards and communities and make good purchasing decisions.
Return-on-investment projections show communities that projects can be worth the financial investment, and they force schools to look closely at all the costs and scenarios of the technology. That can go a long way toward educating all the stakeholders — students, teachers, administrators, parents, board members and the community — on how the technology works and what impact it can have on the educational process.
Washington Township’s PDA pilot, for instance, revealed that the district would need to buy portable keyboards, cradles, software and possibly even classroom desktop PCs for the devices to function smoothly. On the upside, students seem to be far more motivated to participate in lesson plans when using the PDAs, and it’s showing through in their work, says Vandenberg.
“Because we’re in public education, we’re accountable for every dollar we spend,” explains Bobbi Marciano, Washington Township Public Schools’ director of elementary education. “Any time you purchase something new, you’re venturing into the unknown. It’s a calculated risk, so we take baby steps and then we evaluate it.”
With 11 schools in the district and 9,600 students, a full technology rollout is a substantial investment for Washington Township schools. The pilots may reveal that the technology is not needed throughout the district, but only in certain classrooms. Or the district, which is simultaneously running a notebook PC cart pilot, may find that a mix of PDAs and notebook PCs is the best approach.
Not only can pilots measure value, they can actually enhance it. For instance, rather than buy 10,000 software licenses only to learn the software doesn’t work well with the curriculum, schools can buy a dozen licenses of a few different types of software to assess which is the most effective for their needs.
Pilots also make training more manageable. A few teachers can be trained as part of the pilot. Then, as they master the technology, they can help train their colleagues.
Those teachers can also be invaluable as advocates because they can explain to colleagues why the new technology is so effective. In addition, they can be there to support them during the full implementation and can share the best practices they've learned during the pilot.
“We try in small steps to work out the kinks and identify the needs,” says Vandenberg. “We can’t afford to be frivolous.”
Chris Rother is vice president of education sales for Vernon Hills, Ill.-based CDW•G, which is a leading technology provider to government and education. She is a passionate advocate for enhancing the educational experience with technology.


Media bias. It’s something that we may discuss in our conversations with family members, friends, and colleagues. Many of us understand that media is constructed by human beings, and therefore, it contains biases and objectives. As adults, we develop our own methods of navigating this terrain and figure out how to function in a world full of media and its biases.
However, what do we do as teachers and parents of young children to help them build foundational skills so that they can navigate our media saturated society? Do we even consider the notion of media literacy as an essential component in children’s learning and development, especially when some children’s cultures are depicted inaccurately, in stereotypical portrayals, or completely omitted?
When reflecting on these questions, it seems that media literacy is an integral part of the puzzle, especially if we want to empower children of all communities and backgrounds. In the book Technology and Digital Media in the Early Years: Tools for Teaching and Learning, Faith Rogow, Ph.D. of Insighters Educational Consulting, conveys strategies we can apply to develop young children’s media literacy in her chapter “Media Literacy in Early Childhood Education: Inquiry-Based Technology Integration”. While her chapter is geared towards educators, several of Dr. Rogow’s best practices can be used by parents and caregivers as well. From her chapter, I want to illustrate two points that she mentions – integrating inquiry and media creation.
One part of developing emergent media literacy in early childhood is creating a culture of inquiry with media. Dr. Rogow (2015) points out,
Media literacy education builds on children’s natural curiosity, encouraging their questions, helping them learn how to find credible answers, and also expanding the types of questions that they routinely ask about media messages. Of course, ultimately inquiry isn’t just about asking questions, it’s about asking relevant questions, which is why, in the last three decades, media literacy educators have developed question sets designed specifically to foster critical thinking about media messages (p. 96).
Media literacy education provides a meaningful entry point for children to become critical consumers of media and creates foundational experiences of conversations about media. This in turn can help children recognize the potential for error and biases in media, which includes misrepresentation of people of diverse cultures and backgrounds. Asking questions about media and engaging in dialogue becomes a part of children’s understanding of the world and one strategy for navigating media.
Along with developing inquiry skills with media, Dr. Rogow also points out the significance of media creation. She (2015) states,
Making media also happens to be one of the best ways to help people internalize the notion that all media are ‘constructed’ – the concept from which all media analysis flows. In order for young children to gain an understanding of constructedness, we need to pair the use of technology with decision-making opportunities and conversations (p. 98).
Being able to create media and allow children to share their stories is an empowering experience for them. It gives them the opportunity to understand that media is a form of expression and media creators have a reason for their choices. This provides foundational experiences for children to examine which voices and perspectives are being “heard” and others that are being left out.
In early childhood, both inquiry and creation are integral pieces to support children’s learning and development. Media literacy builds on the foundation of early childhood best practices and makes children equip to navigate our media-filled world.
While finding meaningful ways to support media literacy in early childhood is important, we also need to be mindful of the way media and media biases impact us as educators and parents. We must consistently work on developing our own media literacy, confront our own biases that influence our media choices, and have the courage to have critical dialogues with others so that be we can better educators and parents. When we really think about it media literacy doesn’t seem to be this optional set of skills we can choose to develop. Rather, it is an imperative part of being an active and thoughtful citizen of this society.


Written by Anna Gratz Cockerille
When it comes to teaching young students to read and write, no curriculum for the primary grades would be complete without an emphasis on word study. Emergent readers and writers must understand how letters, sounds, and words work to form the building blocks of language. A good word study curriculum supports students not only in knowing sounds and letters, but in becoming problem-solvers and detectives, confident enough in their word-solving skills that they can tackle inevitable trouble.
A good word study curriculum must include instruction in:
- phonological awareness
- letter-sound identification
- high-frequency word knowledge
- vocabulary building
Phonics, in which children learn to connect letters with sounds, break words into sounds, and blend sounds into words, is a key element in learning to read and write. Debate abounds on the best way to teach phonics. Many educators believe that phonics instruction should be explicit, often known as a synthetic approach to teaching phonics, in which students learn individual phonemes, that they then learn to blend to read or write words. Other educators believe that phonics instruction should be more implicit and contextual, as in the analytic approach to teaching phonics, where students rely more heavily on meaning to solve words. Most research, including the most recent report from the National Reading Panel indicates that students learn best when both kinds of phonics instruction are combined.
Whatever the approach, it stands to reason that any instruction in phonics is only worthwhile as long as kids are using what they are learning in their reading and writing. The best phonics curriculum, then, not only includes multiple pathways for students to learn how letters and sounds work, but also supports as much transfer as possible between reading, writing, and phonics.
The Teachers College Reading and Writing Project is currently developing a highly-engaging, comprehensive word study curriculum that is deeply connected to the Units of Study in both reading and writing. It will form a bridge of sorts between the reading and writing units, and will emphasize transfer directly and explicitly. Many of the components of the curriculum will be familiar and time-tested, such as: grade-specific units with clear, session-by-session trajectories; detailed session descriptions for each part of a word study lesson; varied teaching techniques and plenty of help understanding how to deliver each one; tons of rich content that serves as lesson planning tips and professional development; help with assessment and setting expectations and examples of student work.
Natalie Louis and Rachel Rothman, TCRWP staff developers, co-authors and thought partners to Lucy Calkins in the development of this exciting new curriculum, will be on hand this week to lead the @TCRWP Twitter chat on ways to support best practices in phonics instruction. They’ll also share some sneak peeks into the Project’s newest thinking and latest developments in their Phonics work.
Each Wednesday night at 7:30pm eastern, The Teacher's College Reading and Writing Project hosts a Twitter chat using the hashtag #TCRWP. @natalielouis & @RachelARothman to chat about supporting best practices in phonics instruction tomorrow evening.
♦ ♦ ♦ ♦
Not on Twitter? Take Heinemann’s free Twitter for Educators course here.
Anna Gratz Cockerille, Coauthor of Bringing History to Life (Grade 4) in the Units of Study for Teaching Writing Series.
Anna was a teacher and a literacy coach in New York City and in Sydney, Australia, and later became a Staff Developer and Writer at TCRWP. She served as an adjunct instructor in the Literacy Specialist Program at Teachers College, and taught at several TCRWP institutes, including the Content Literacy Institute, where she helped participants bring strong literacy instruction into social studies classrooms. Anna also has been a researcher for Lucy Calkins, contributing especially to Pathways to the Common Core: Accelerating Achievement (Heinemann 2012), and Navigating Nonfiction in the Units of Study for Teaching Reading, Grades 3–5 series (Heinemann 2010). Most recently, Anna served as an editor for the Units of Study for Teaching Reading, K–5 series.


The United States is number one! The youth are first in the United States. We rank 27 in math among developed countries. We rank 17 in reading among developed countries. Unfortunately, the United States’ youth are not number one in education. The youth in the United States are number one for incarceration. This rank of number one calls for no celebration in the United States. If anything, the discrepancy between education and incarceration only aids in pipelining students to prison.
The pipeline-to-prison or the policies and practices that push our nation’s schoolchildren, especially our most at-risk children, out of classrooms and into the juvenile and criminal justice systems cannot keep putting the nation’s youth in jeopardy. This pipeline reflects the prioritization of incarceration over education. Instead of the high level of funding for individuals once in the justice system, funding should be reallocated to early education programs for these at-risk children.
Early education programs show substantial progress for further educational success. By targeting at-risk children and giving them a quality education, the future rate of youth incarceration will probably decrease, lessening the overall of future cost of detaining of the hundred thousands of youth.
On any given day, around 70,000 youth are detained in juvenile facilities. On average, the government spends around $88,000 to detain one youth in a juvenile facility per year. However, the government spends $11,153 to educate one youth per school year. The amount of funding a child receives for the entire length of elementary school is still less than the amount spent to detain a juvenile for a year. A restructuring of funding between the two must be implemented to adequately benefit both education and juvenile justice.
The difference between the funding per person is quite alarming because education levels tend to factor into youth crime. For example, nearly half of all students enter residential juvenile justice facilities with an academic achievement level that is below the grade equivalent for their age. Some juveniles are even admitted into a facility without being previously enrolled in a school at all. The National Evaluation and Technical Assistance Center estimates that more than twenty percent of youth are not enrolled in school at all upon entering a facility. These youth can be considered high school dropouts. The pipeline-to-prison notes that high school dropouts are highly susceptible for later incarceration.
While transferring funding into early education may reduce incarceration rates, some students will still slip through the cracks. However, these students still need education once incarcerated. Currently, the juvenile facilities that offer education services do not reap very positive academic results.
Only 48 percent of the juveniles thirteen to twenty years old in local facilities earned a high school course credit in 2014. The small number of incarcerated youth that receive a high school diploma rarely pursue higher education. Less than three percent of incarcerated youth even have the option of attending an institution of higher education. Higher education can be the key to escaping the pipeline to prison. The incarcerated youth need more guidance toward career and college success.
As the level of education has been repeatedly linked to public safety and recidivism, creating a quality, cost-effective education system in and out of juvenile facilities should be a priority. The pipeline to prison needs to be transformed to a pipeline to career and college success. A focus in promoting early and elementary education can be one step to make this transformation a reality.


CEPEDA: Why are there so few minority teachers?
CHICAGO – There is a constant rallying cry in education circles: Why don’t we have more teachers of color?
The answer is simple — it’s not a degree likely to pay off, assuming the student can even make it to graduation.
A recent report from the Georgetown University Center on Education and the Workforce detailed lifetime earnings for 137 college majors and identified the ones with the lowest median incomes: early childhood education ($39,000); human services and community organization ($41,000); studio arts, social work, teacher education, and visual and performing arts ($42,000); theology and religious vocations, and elementary education ($43,000); drama and theater arts, and family and community service ($45,000).
As you can see, many minority or low-income students who choose to go into the “helping” careers will have a very difficult time repaying the student loans required to finance their bachelor’s degrees. Especially if they hope to work in geographic areas with the greatest need, where school and social-services budgets are continually frayed.
As it is, many low-income and minority students and families are frightened of taking out five-figure student loans to finance their education and a lot of them simply don’t. If they go to college at all, they cobble together lower-priced college tuition with grants and work long hours to make up the balance.
This is why low-income and minority students tend to have a hard time earning a degree relative to their white counterparts, who tend to have greater resources.
The New York Times recently published data from the National Center for Education Statistics on the “graduation gap” between rich and poor students. The analysis found that 87 percent of high school sophomores from the richest quartile of families expect to get a bachelor’s degree, and 60 percent end up doing so. Of the poorest high school sophomores, 58 percent expect to graduate college, but only 14 percent do. Educational achievement does not explain the gap.
Research has concluded time and again that while many factors keep minority and low-income students from getting through college, money is a major barrier.
Those who, as a family, take a risk on college tend to be more cautious about what the sacrifice is going to yield and push their students toward career tracks that could eventually pay off. Teaching is no longer on that list.
The teaching profession is not on firm ground. We’ve gotten to where only high-income families can afford to put a student through teacher-preparation programs and help them through student teaching or stints as inner-city teachers before heading off to grad school or the latest hot startup.
Education is broken, and it’s in no small part due to a system in which lower-achieving students can become teachers if they can afford it, while high-achieving candidates of all backgrounds are shunted off into careers that offer better pay and stability.
This isn’t a diversity issue — most students are being deprived of highly talented, subject-matter-expert teachers of all backgrounds.
Until we fix teaching-preparation programs, the teacher-union fiefdoms they feed, teacher evaluation and the money issues that keep the most talented away from the profession, worrying about the ethnic and racial diversity of our teachers is but fiddling while our kids’ educations burn.
Esther Cepeda is a syndicated columnist.


Owls Class (ages 4/5)
A focus on kindergarten readiness
Five mornings per week, 9am – Noon
For a four-day option, parents may choose to opt out of either Monday or Friday.
Within our play-based environment, children are challenged to…
◆Gain understanding of number, counting, basic operations
◆ Master many self-help skills
To set the stage for emergent literacy development, children…
◆Express themselves in storytelling, dramatic play, art, music◆Delve into books ◆Make creative and playful use of language and writing
Learning how to develop positive peer interactions is a crucial skill for life-long success. By allowing children to make choices in child-led play, they explore interests and develop their creativity, while building relationship with one another. Adults help them make social connections with their classmates by encouraging two-way conversations, eye contact, making and effectively using “I statements…,” sharing kind words and actions and giving strategies for dealing with challenging situations.
In our classrooms we help the children to develop language skills in many different ways.
Oral: Teachers encourage children, through both modeling and coaching, to have meaningful conversational exchanges throughout the day with both peers and adults.
Story Craft: Our classrooms are enriched with quality literature. Children have stories read to them at various times throughout the day, and are encouraged to comment, describe what they see, make predictions, and pose and answer comprehension questions. Hearing stories often leads children to take the opportunity to create their own stories or narratives, with an adult ready to assist with transcription.
Phonemic Awareness & Alphabetic Principle: Children are exposed to many types of phonemic awareness activities. We play rhyming games, learn letter sounds and play with nonsense words. Additionally, we provide the children with multiple opportunities to learn to identify alphabet letters, and identify printed letters and words around the classroom.
Mathematical and scientific concepts
Mathematics: Children are taught how to count, recognize numbers, create and interpret graphs, classify objects by various attributes and perform simple addition and subtraction functions. We use a lot of games and manipulatives to help the children understand and develop these concepts.
Science: Exploring, observing and discovering the world around them helps to build a sense of wonder in our children. The students care for plants in our garden, learn through “kitchen chemistry” and use sensory information to explore the world as scientists.
Our children love to move, run, jump and play, so development of gross motor skills is both fun and active. Children climb and run on our playground, play ball-based games, and generally make their own fun!
Fine motor skills
Creative expression is valued in our classroom. Children learn how to use various types of media to create many different kinds of art. They will gain experience in the use of paint, collage, sculpture, and drawing.


Across India, the national standard of rural secondary education provision is low. Although most 14 – 18 year olds are in the formal education system, many are not even acquiring foundational skills like reading and basic arithmetic. Learning deficits are observed across all grades and accumulate with each grade (2017 Annual Status of Education Report (ASER) Beyond Basics). There is no mechanism within the school system to effectively address the needs of children who have fallen behind. Children from illiterate households are further disadvantaged as they cannot receive any support from home.
In Kotra, the administrative area where Bakhel is located, students’ attendance at local secondary schools is poor and their academic outcomes and achievements are low. In one school, no final year students passed their compulsory final exams in 2018, meaning that the students have no qualifications to show for their time in school. As a result, many students fail to complete their secondary education and most have little aspiration for their futures.


What to do? Mia, Carlos, and Shonna all have different needs! Learn different individualizing strategies to help children be engaged in your classroom: teach-assess-adjust, curriculum modifications, and embedded learning. This unit also introduces intensive, individualized teaching.
DIRECTIONS: The module can be accessed on the iPD, located on the Early Childhood Learning and Knowledge Center (ECLKC) website by clicking on the link posted * below.
First, make sure that you have added the module to your OCCRRA registry account.
Second, you will need to open an ECLKC account and log on to the iPD to access the module. The links below can help you with the process.
* The iPD can be accessed at: Link to iPD on ECLKC. Once you are on the iPD, search for the module by entering the title of the module in the search box.
Once you have completed the module, please allow 6 weeks for attendance verification.
For assistance with verification of the module email: DRuhland@zerotothree.org.
|Training approved for||
|Registration deadline||Jun 30, 2020|
|Number of open seats||1203|
|Event Owner||ZERO TO THREE|
|Sponsor Phone||(202) 857-2995|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs|
|Age Groups related to content||Preschoolers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||Observing and recording children’s behavior|
|Early Learning and Development Standards||
Approaches Toward Learning
Physical Well-Being and Motor Development
Cognitive Development and General Knowledge
Language and Literacy Development
Define the term individualize and explain how it informs lesson planning.
Describe the concept “teach-assess-adjust” and provide classroom examples of ways to use it.
Define the term “curriculum modifications,” explain how it is different from teach-assess-adjust, and provide classroom examples of when to use it.
Describe the practice of embedded teaching and explain how it can be used in the classroom.
Define individualized teaching and list staff who can guide you in the development of this type of teaching and planning.


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If you experience any accessibility issues, please contact us.
Do you have a curious kid who loves everything that sparkles? Some science experiments for kids shine brighter than the rest! Grow stunning geodes through the amazing process of crystallization with this brilliant lab activity. The kit includes all the science supplies needed, along with crystal clear, step-by-step instructions for dazzling gems worthy to be worn. Includes a ring and 2 pendant necklaces to display custom jewelry creations.
• Create your own geode gem jewelry • A hands-on lesson in science for kids • Learn about the formation and growth of crystals • Includes a full-color instruction manual and supplies • Safety gloves are latex free


The Annual Status of Education Report (ASER) 2019 released nationally on January 15 says 64.1 percent of Maharashtra’s six year olds are age appropriately enrolled in grade one (standard I) as compared to the national average of just 46.4 percent six year olds studying in standard I. The ‘Early Years’ survey conducted by the Mumbai-based not-for-profit Pratham Education Foundation’s (estb.1994) for pre-schoolers and early learners marks important developmental indicators such as cognitive skills, early numeracy, early language, social and emotional learning in children between ages 4-8. The survey reached 36,930 children covering one district across 24 states (except for Madhya Pradesh and Uttar Pradesh wherein two districts were included in the survey).
According to the survey, while more than 90 percent of 4-8 years olds across the country are enrolled in some type of educational institution, four out of five children in standard I are either younger than five years or older than six years in states other than Maharashtra. While many states allow children as young as age five to enter standard I, the Right to free and compulsory Education for Children Act, 2009 (RTE) mandates children should enter grade I at age six. Educationists consider grade I as a critical year for children since they transition from a playschool setting to formal schooling and are expected to fulfill the associated curriculum prospects for their formal subject-specific learning.
Age appropriate schooling has also been an important theme of the draft of the National Education Policy 2019 (NEP) which specifically acknowledges, “A major part of the (learning) crisis appears to be occurring well before children even enter grade I. Far too many children are enrolling in grade I before the age of 6, due to lack of any suitable preprimary options (and limited early childhood care and education (ECCE)); these are often the children that remain the most behind in primary school and beyond.” ASER’s own findings of the past 14 years measuring foundational reading and arithmetic skills in children in the 5-16 age group showing primary grade children lacking reading and numeracy skills aren’t able to keep up with the expectations of their grade level textbooks at higher grades.
Maharashtra’s robust anganwadi (pre-primary playschools) system-1,08,005 anganwadis under the government’s Integrated Child Development Services programme (ICDS) is why the state sees the highest percentage of six year olds enrolling in grade I. The ‘Early Years’ report suggests there is a need for anganwadis to focus on improving cognitive skills amongst children since “there is a strong relationship between children’s cognitive skills and their performance on early language and early numeracy tasks”. Maharashtra’s two lakh anganwadi workers conduct play-based activities that help build memory, reasoning and problem-solving abilities in children well before they enter pre-primary or any formal schooling.
The survey was conducted across 60 villages in Nagpur district and reached out to 1474 children who registered a performance better than the national average across several of the tested metrics. While the national average of class I students who can recognise two digit numbers stands at 41.1 percent, the state’s outcome stands at 46.5 percent. With regards to children’s reading abilities, while the national average of class II children who can read a class I book stands at 34.8 percent, in Maharashtra it stands higher at 44.1 percent. While standard I students from the state displayed poor reading abilities with 21.3 percent not being able to read a single letter of their mother tongue, they still fared better than the national average of 39 percent being unable to read a letter. Maharashtra’s learning outcomes, though a tad higher than other states is far from satisfactory for a state that spends over Rs 21,000 per child and has an education budget of Rs 71,307 core (2019-20).News, States


AGRI4407 Plant and Human Nutrition
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Honours option in Agricultural Science [Bachelor of Science (Honours)]
- This is an advanced unit linking soil fertility, plant nutrition and human diet. It emphasises (1) plant accumulation of macronutrients and micronutrients in edible parts and bioavailability of these nutrients in the human digestive tract; and (2) supply of antioxidants, vitamins and other health-promoting phytochemicals in edible plant parts. Special attention is paid to the balance between nutrients and antinutrients in plant-based food. Physiological mechanisms governing uptake of mineral nutrients from soil and transport to and remobilisation from non-edible into edible plant parts (particularly grains) are emphasised together with biosynthesis of phytochemicals (nutraceuticals) in edible plant tissues. Various types of biofortification (e.g. fertilisation and other agricultural measures, selection of genotypes with enhanced nutrient accumulation in edible parts, etc.) are covered. Students gain an understanding of the dynamics of nutrient cycling from soil to plants to humans, as well as the importance of nutritional food quality. While the main emphasis is on soils and plants, attention is also paid to food processing and social and health issues associated with food choice and quality.
- Students are able to (1) understand processes governing cycling of macronutrients and micronutrients from soils to plants to humans; (2) understand the role of phytochemicals in a healthy diet; (3) integrate the concept of nutrient bioavailability across the soil–plant–human continuum; (4) understand agricultural and genetic means of producing food with a high content of micronutrients; (5) analyse, critically assess, present and discuss experimental data; (6) write research essays based on relevant literature; and (7) place relevant soil and plant science information in the context of healthy food production.
- Indicative assessments in this unit are as follows: (1) a research essay based on assigned literature (70 per cent) and (2) a seminar on an assigned topic (30 per cent). Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Professor Zed Rengel
- Unit rules
- enrolment in the Master of Agricultural Science (72510)
the Master of Biotechnology (71580)
the Master of Geographic Information Science (71570)
the Bachelor of Science (Honours) (BH004)
- Contact hours
- total workload: 150 hours; contact hours: 6 days full-time
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- There is no end-of-semester examination in this unit. Students are assigned literature and write an essay based on that literature, supported by lectures and class discussions. Group work comprises a seminar presentation on an assigned topic linked to lecture and essay material.
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Evidence-based basic reading skills program for non-verbal students.
The Accessible Literacy Learning (ALL) Reading Program is designed to teach basic reading skills to non-verbal students and is accessible through touch, eyegaze, and scanning.
Most students with complex communication needs enter adulthood without acquiring functional literacy skills.* The ALL Reading Program is an evidence-based approach designed specifically to teach basic reading skills to non-verbal students who require augmentative and alternative communication (AAC).
ALL is designed specifically to teach basic reading skills to non-verbal students who require augmentative and alternative communication (AAC). Developed by researchers Dr. Janice Light and Dr. David McNaughton of Penn State University, it enables students to bypass oral responses at all stages of instruction, allowing even the most challenged students to learn to read. By following the Universal Design for Learning (UDL) philosophy, the ALL program is able to support learners with a broad range of ages and abilities.
The ALL Reading Program is based on the recommendations of the American National Reading Panel by providing:
The ALL Reading Program teaches the six foundational skills of reading:
The ALL app currently contains over 40 reading books, including some that teach CVC (consonant vowel consonant) words. The seasonal books help students to participate in and read about time-relevant topics while working to build literacy skills. They add more opportunities to learn about new concepts amd topics.
One ALL license includes:
Learn more about Dr. Light and Dr. McNaughton’s extensive research in the field of literacy for learners with complex communication needs. To help support their mission, a portion of Accessible Literacy Learning sales goes to fund ongoing AAC research at Penn State University.
* Foley, B. & Wolter, J.A. (2010). Literacy intervention for transition-aged youth: What is and what could be. In McNaughton, D., & Beukelman, D. (Eds.), Language, Literacy, and AAC Issues for Transition- Age Youth (pp. 35-68). Baltimore, MD: Brookes.
ALL Software Edition is available on different platforms and devices - standard Windows computers, iOS and Tobii Dynavox I-Series and Indi devices.
ALL for iPad requires:
ALL for Windows requires:


The National Core Arts Standards (NCAS) express the key concepts, processes, and traditions of study in all subject areas, and address the needs of those invested in our schools—students, teachers, administrators, and the community. They’re framed by a definition of artistic literacy including philosophical foundations, lifelong goals, artistic processes, creative practices, anchor/performance standards. This framework also provides essential assessments to measure student experiences and success. This conceptual framework is designed to be understood by all stakeholders to ensure success for both educators and students in the real world of the school.
National Art Education Association, National Coalition for Core Arts Standards
See how the Art in Action Program addresses the National Core Arts Standards:
Common Core Standards and the Arts
The Common Core State Standards (CCSS) are designed to ensure that students leave school with the knowledge and skills required to succeed in college and in their careers. The Art in Action curriculum provides a broad range of ways to integrate our visual arts curriculum with other core subjects, especially language arts and math. The CCSS are highlighted in each lesson. For more on how our lessons are aligned with Common Core Standards, click here.
Arts Education Partnership, Common Core and the Arts


We inspire students to create
The arts have always been an important part of education at Concordia. Engagement in the arts contributes to the development of a well-rounded person. By challenging and inspiring our students, our arts programs develop our students as creators and instill in them the belief that they have something valuable to share.
Concordia encourages students to create, perform, respond, and connect through music. This is accomplished at the elementary level through the Orff-Schulwerk approach. With this approach, students experience and learn music through a sequence that is appropriate for their age and development. Here is an example of a typical music lesson.
First, students listen to a song or chant and discover the story within the words. This might be about a train, delicious food, or an animal. Usually, there is a game or movement that matches the words. Sometimes there are different instruments to play with the song.
After exploring the song in an interactive way, students are ready to label a music skill or concept. Writing the rhythm, reading the melody, or labeling the patterns within the music are all important music skills that are practiced during the activity. Taking time to label this skill after the game allows students to label it easily because they have explored and experienced it. It is similar to learning to talk first, and then learning to read.
Elementary students attend music every three days. All students perform in school-wide performances, including a Christmas Concert and Spring Showcase.
Music is an integral and valued part of our community and academic program at Concordia. All middle school students experience at least one music class each year, to help contribute to their well-rounded education. High school students will take part in at least two years of art classes, although most students choose to take more.
In Concordia Music, students develop and hone their skills in individual and ensemble performance techniques, music literacy, history, and creativity, through singing, playing instruments, and a variety of other activities. We have a strong sense of community within our vocal and instrumental ensembles. The students encourage each other and work as a team to create beautiful music.
The music program for all middle school and high school classes follows standards based on the National Association for Music Education in America (NAfME), with emphasis on the 4 strands of Creating, Performing, Connecting, and Responding.
Our music students have many performance opportunities in and outside of school. During the 2018-2019 school year, Concordia joined the Association of Music in International Schools (AMIS). Our musicians traveled to Austria, China, and India to participate in these prestigious festivals. Within our school and the greater community, we have frequent formal and informal performances, as music is a gift to be shared with others!
Visual Art seeks to shift the role of the artist from teacher to student. The goal of making artists starts with teaching students to do the work that artist do, with the belief they have something valuable to say and express.
The Visual Art program connects its vision to the 2014 National Core Visual Arts Standards developed in the USA. The standards are set up to build up students to make meaningful choices in their artwork and help them grow as artists. Formative and summative assessments further our learning by using the standards
The Four Standards include the Artistic Process:
- Creating: conceiving and developing new artistic ideas and work
- Presenting: interpreting and sharing artistic work
- Responding: understanding and evaluating how Art conveys meaning
- Connecting: relating artistic ideas and work with personal meaning and external context
These standards develop creativity, collaboration, confidence, cultural awareness, empathy, and critical thinking, making art education instrumental for 21st-century learning.
The drama program at Concordia International School Hanoi began in the school’s second year of operation. From our very beginning, the fine arts were an important component of our curricular and co-curricular offerings.
Concordia offers opportunities for both middle school and high school performers to develop their craft. With productions in the fall for Middle School and in the spring for High School, our students enjoy bringing a script to the stage. We choose productions that both challenge and inspire our students. This has included “The Lion, the Witch, and the Wardrobe,” “Shrek: The Musical,” “The Greatest Christmas Pageant Ever,” and more. Typically, our productions vary with one-third to one-half of our entire student body participating either on-stage or backstage. The production of “Shrek: The Musical” had over 40 students actively engaged in the production process.
Curricularly, we offer introductory courses to drama and musical theatre production and performance. The drama program continues to grow and develop our students as creators of art both on stage and behind the curtain.


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100 Minutes among the Notes
An intergenerational musical encounter
The program for children is based on a musical part but also on a spoken word that will be given in Czech language only. The program will not be supplied with English subtitles.
This special musical performance brings together different generations, different musical approaches, and different instruments bringing music to life. The music is created by a group effort on the spot, and it can never be repeated. What role does music play in finding a shared language? And through rhythm, harmony, and melody, can music lead us to understand each other better or to a happier life?
Taking part in the performance are participants in the project Through Music to Ourselves, which is taking place at certain schools and in families. The programme is led by the teacher, musician, and author of the concept Ondřej Tichý, who says: “We often teach children what something looks like, how something is pronounced or spelled, or how a note is played. But then there is very little time left for passing on to children the ability to overcome obstacles, to be satisfied with themselves, to establish contact with another person, or to hold on to joyful feelings. Although words sometimes are not enough, there remains only one possibility: a personal example here and now.”
Through Music to Ourselves is a music education concept that opens up music to various generations and familiarises participants with the principles of playing an instrument, the use of the voice, elementary composing, and improvisation through practical playing.
It encompasses individual instruction, encounters in families, programmes at schools, auxiliary programmes for children and adults, musical workshops, and performances. “I am deeply convinced”, says Ondřej Tichý, “that music opens up completely different possibilities for us and can be a special help in the family, education, and the lives of each of us.”
the teacher, musician, and author of the concept


At the Fremantle Language Development Centre (FLDC), our curriculum and specialised language programs are run collaboratively by specially trained Teachers, Speech Pathologists and Education Assistants. The small class sizes allow us to address the individual needs of our students in a way that is not possible in mainstream classrooms. We conduct comprehensive assessments covering all areas of speech and language so that we are able to set individual goals (forming an Individual Education Plan or IEP), monitor progress, and plan for the intervention that is required. Our staff participate in regular professional learning to ensure knowledge and application of current research.
At the FLDC we work within an evidence-based Response-to-Intervention (RTI) model. The RTI model ensures that each child receives the instruction that is best suited to their needs. The RTI models consist of three tiers of instructional processes:
- Tier One (all students): High-quality classroom instruction, screening, and group interventions. Considered the key component of tiered instruction, all students receive instruction within an evidence-based, scientifically researched core program.
- Tier Two: Targeted Interventions. Consists of children who fall below the expected levels of accomplishment and are at some risk for academic failure. In addition to the tier one instruction, programs are delivered that focus on their specific needs within a small group.
- Tier Three: Intensive Interventions and Comprehensive Evaluation. The groups are of much smaller sizes at this level and the students receive individualized, intensive interventions that target the students’ skill deficits.
Our specialised language programs are facilitated by Speech Pathologists working in each classroom. The programs cover the six areas of language outlined below.
Comprehension (receptive language)
Receptive language is the understanding of language ‘input’. Children need to understand the words used, the grammatical structures of the sentence, and the context in which it was said. Difficulties in this area may include poor listening skills, difficulty following instructions and understanding questions, and difficulty understanding word meanings.
Semantics refers to the meaning of words, our vocabulary and the relationship between words. Skills that require a well-developed semantic system include labelling objects and actions, organising things into categories, understanding similarities and differences, describing objects, and figurative language.
Grammar is the area of language that relates to organising words and sentences according to a set of rules. Examples of skills that require well-developed grammar knowledge include correctly using pronouns (e.g. he, she, his, her, their), tenses (e.g. present tense or past tense), and joining words (e.g. and, because, but).
Phonological Awareness (pre-literacy skills)
Phonological awareness (PA) is the knowledge of the sound structure of words. PA skills are important for literacy development (learning to read and write) and are therefore fundamental components of our class programs. Examples of PA skills include rhyming, counting syllables, identifying sounds in words, and blending sounds to form words.
Narrative skills include the ability to tell and retell a series of events. These can be real events (like what we do in conversation, news telling or personal recounts) or fictional narratives. Producing a narrative is a complex skill that requires well-developed language skills. As such, at the FLDC we run narrative programs that provide students with structure and support while these skills are developing.
Pragmatics and Social Skills
Pragmatics is the appropriate use of language and communication skills within a social situation. These skills develop as a child gets older. For some children with language difficulties, pragmatic skills need to be explicitly taught and modelled. Skills include awareness of the verbal and non-verbal rules of conversation (e.g. eye contact, turn-taking, personal space, volume and tone of voice), understanding and expressing emotions, and problem solving in the classroom and the playground.


This post was created by PGCert participants as part of their assessment for Unit 1 of the course. The brief was to choose two specific learning needs and evaluate technologies that could help students with these needs to learn more effectively.
Over 5% of the world’s population – or 466 million people – has disabling hearing loss. (who.int, 2019).
Live Transcribe is a free app made with deaf and hard-of-hearing users in mind. The app utilises Google’s Automatic Speech Recognition technology. It provides near-live transcribing from speech to text in over 70 languages and also includes descriptions of sounds such as coughing and laughing. The app saves the transcriptions for three days and offers a tool for deaf and hard-of-hearing students to better engage with learning activities.
‘Rochester Institute of Technology has found that many first-year deaf and hard of hearing students only read captions; they do not sign. And those who watch the interpreter signing have trouble taking notes and following the lecture.’ (Microsoft, 2018).
Apps such as Live Transcribe could be used both by the lecturer (transcription running as part of presentation through screen-sharing) and the student (app transcribes directly to students’ phone). In the former case, this could be a lighter alternative when the institution does not supply specific in-built speech recognition aids in its lecture theatres. The app does however require Internet access, and the transcription can get confusing when several people are talking – sometimes at the same time. This is an issue that deaf and hard-of-hearing students face both with and without technology:
‘Stinson et al (1996) also reported that the behaviours of hearing peers presenting the biggest obstacles included more than one student talking at the same time, rapid give-and-take and discussing too many ideas at the same time.’ (Stinson et al.,1996 cited in Lang, 2002:275)
The lightness of a mobile phone app makes it easy to use in many of the signature pedagogies in creative and art education such as crit sessions and tutorials, and the ability to revisit the transcription afterwards to make more specific notes makes it especially useful.
Microsoft (2018) Positive Action. Accessed 02/12/2019).
Lang H.G. (2002), Higher Education for Deaf Students: Research Priorities in the New Millennium, The Journal of Deaf Studies and Deaf Education, Volume 7, Issue 4, Pages 267–280, https://doi.org/10.1093/deafed/7.4.267
who.int (2019) Deafness and hearing loss. At: https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss (Accessed 02/12/2019).


VALUE OF GROWING UP WITH MUSIC:
“The goal of music education is to raise a generation of children with noble hearts, not to create famous musical prodigies”
—Dr. Shinichi Suzuki.
SUZUKI EDUCATION IS HUMAN EDUCATION: Discovery by the child is most important, not instant results. Lessons are designed to assist the child and the parent in catching the basics: rhythm, feel and tone. Thus the ear is developed. Routine, earnest effort and patient listening result in concentration, a skill less emphasized in a busy world. Using the ‘Mother Tongue approach, a child and her parent, are prepared for success by listening to the melodies and observing other children’s lessons building an inner desire before the first lesson. Immersion at home creates unconscious competence because the child is learning to play songs she already knows by heart!


No Education, No Life! Just like food, water and air, education has become a basic necessity for everyone to survive in today's world. Education is a broad concept that refers to all the experiences in which students can learn something to develop and establish them in the society. Education could be formal and informal. Formal education consists of a systematic standard of instruction, teaching and training. This format is derived from many different disciplines of life, ie, psychology, philosophy, biology, linguistics, sociology, etc. While informal education consists of the general etiquette, decorum, rules and codes of conduct in the society.
Informal education is what you get mostly and largely from your progenitors. Your initial lessons starts from home where you get to learn how to sit, stand, behave and speak in the society with elders, mates, friends and others. When you start learning certain decorum then comes the time to go for formal education which helps in refining your persona further with more useful and powerful knowledge. This formal education helps you achieve your ultimate goal in the society of being a successful man or a satisfied person (depending on your own aspirations). It also helps you be a better human being and a person with refined wisdom.
In contemporary scenario, no child should be without education, as it is almost impossible to survive without it. Now all the nations and states have made it mandatory to provide primary / elementary education to all kids, unbiased of their caste, creed, race, status and nationality. Special kids who have some difficulty in reading and writing, like other normal kids, also have an absolute access to any normal school for learning things the way others do with a little more care and concern. Various special schools are also available for their better and hassle free growth.
Students, who wish to pursue higher studies from well reputed institutes, are provided with scholarships to help them reach their target in life. Several governments affiliated and private graduate colleges and vocational institutes are also available to their rescue.


Happy Earth Day! Bingo is a great way to learn new vocabulary, practice counting ,develop cognitive abilities and increase memory development! I hope you have fun and learn more about all the wonderful things on our earth.
Print out all the attachments down below.
How to play
Print out the game boards.
Cut out cards as instructed down below.
Cut out the circles to use as game pieces to mark when you find the matching picture.
Put the pictures that you cut in a cup and mix them up.
Pick out one picture at a time.
Put a game piece on your board if your picture matches.
Lastly, once you get three in a straight line, you can say bingo and you win.
Fine motor skill development
Christine S. | Lead Teacher


Kindergarten Literacy Academy
All parents of kindergarten students must agree to sign a compact that requires parents/guardians to agree to home visits, attend periodic development sessions where parents/guardians learn to know and recognize developmental milestones. They are given age appropriate books, audio tapes and games to be used in the home. These resources assist children in developing phonological awareness and vocabulary, Parents are given pre and post surveys to determine knowledge gained on a particular topic as well as providing feedback on the types of activities that are most effective.
This academy is an enhancement of regular kindergarten. Its emphasis is to raise the reading levels of future generations while developing an academic foundation for future success. A key component of the academy is the requirement of parents/guardians to attend monthly professional development sessions to help them understand the important value of developing early literacy concepts.
Resource materials are provided to parents during the sessions to help them learn what to expect from their child in terms of literacy development and how to measure their development.
The Foundation provides materials free of charge to the parents including age appropriate books, audiotapes and games to be used in the home. Other resources are provided to assist children in developing phonological awareness and vocabulary. These include rhyming games, audiotapes with songs and word games for vocabulary skills.
Parents are given pre and post session surveys to determine knowledge gained on a particular topic as well as provide additional feedback on the types of activities that are most effective.
College interns from Messiah College participate in the Academy, which provides the opportunity for smaller groups in targeted interventions with the classroom teacher.
Pre and post program testing of students is used to track their knowledge of literacy benchmarks as well as improve their Dynamic Indicator for Basic Early Literacy Scoring (DIBELS) .
This is one of the programs funded through EITC.