Literacy moves from the pictorial to the conceptual. In Class 1 the child follows mankind’s developmental steps in writing; he masters the symbols of the alphabet in a pictorial way first and relates them to sound. They may emerge from stories/songs/poems and be depicted graphically in paint and dynamically in movement. Words develop, sentences grow. Writing precedes reading and reading foundations are well and deeply embedded.
By Class 6 the student is a strong independent reader of diverse texts, able to research projects and present material in an informative and detailed way, either orally or in written form. He is a confident writer, using paragraphs to shape a story or an opinion, a careful editor able to bring his first draft through to completion independently. He understands the structure of language and uses grammatical forms confidently, his writing is detailed, rich in imagery via simile and metaphor, adjectives, adverbs, etc.; he is a discerning listener, able to question, able to contribute to class conversations and debates.
Literature During the Journey from Class 1 to Class 6 the child has opportunity to savour a treasury of World Literature via cultural epochs that stage by stage resonate with his unfolding inner world.
He will experience most of the following as he journeys from Class 1 to Class 6: Fairytales, Folk tales, Legends, Fables, Stories of the Ancient Hebrews and Egyptians, The Kalevala, Aboriginal myths and legends, Norse myths, Colonial tales, The Ramayana, Sagas of the Greek Gods and Heroes, Aenaeas and Rome, The Arabian Nights, Medieval stories – King Arthur, Robin Hood.
Such stories provide a deep and rich backdrop for much Literacy work each year. World Literature ennobles the mind and nourishes the feeling life. When used as a backdrop for Literacy development they provide meaningful occasions for exercises that expand language skills and the love of language, and that sharpen thinking. These stories too provide a springboard for artistic expression — they touch an inner chord and new artistic capacities may be born through the potency of their images.
Numeracy begins in Class 1 via stories, using discrete natural materials like stones/nuts to bring them alive dramatically, e.g. 8 fine pumpkins on our vine — that’s 2 for us, 4 for Granny and 1 for each of the neighbours. This “oral equation” will be portrayed pictorially at first — you’ll see our house, our garden and 8 fine pumpkins, then 4 in a basket for Granny, 2 in our pantry, etc. All drawn with delight and attention to detail and mathematically sound. All processes are worked similarly.
Counting is rhythmical, stepped out, clapped out. Patterns are found. Later in the year processes will be presented conventionally, in a linear way, e.g. 6 + 4 + 10. Simple problems are solved.
By Class 6 — percentage, discount and interest are consolidated and applied. Time and the 24 hour clock. Length leads into area and perimeter. In the Geometry Main Lesson block the students use instruments to construct geometrical forms and explore the laws therein. This leads to tessellation and nets and curve stitching, and on to platonic solids.
Common fractions and decimals are used in various fields. Problem solving is entered confidently — “thinking tracks” are noted. They’ve become mathematically perceptive, creative, persistent.
The Sciences emerge gradually.
In Class 1 the little child opens out into his environment with wonder as he observes the seasons, the flowers, trees, mountains, nature, animals and birds, insects. Observation is strengthened, foundations for later study are firmly established via the three general Main Lessons called Home Surroundings.
By Class 4 Home Surroundings opens out into Main Lessons in Mapping, Local Geography, Aboriginal Studies, Early Australian History, Botany and Animal Studies.
In Class 6 the field is wide, e.g. World Geography, Weather, Civics, Geology, Astronomy, Physics, History — Rome, Arabic World, Medieval World. Human Biology (Class 5) is completed with Sexual Education via Family Planning.
The students have a broad general knowledge and a deep appreciation and understanding of the world in which they live. They complete a project from these themes — they research well, acknowledge sources, write their own text and present orally and/or in written form.


A small percentage of children enrolled in Early French Immersion (EFI) programs have difficulty learning to read. How can we prevent those who struggle to acquire reading skills from experiencing persistent reading problems? Studies have shown that providing struggling readers with supplemental reading instruction at an early stage in their literacy development sets them up for later academic success. Interestingly, reading difficulties are one of the most important factors influencing parents to switch their children from EFI to English-only programs. These decisions are often made prior to the end of Grade 3.
Phonological awareness (PA) training has been shown to be an effective way to facilitate reading acquisition in the EFI context (Wise & Chen, 2009, 2010, 2015; Wise, D’Angelo, & Chen, 2016). Struggling readers benefit from early intervention that focuses on strengthening their PA; that is, the awareness that spoken words are made up of individual sounds (phonemes), and that letters are used to represent speech sounds. Students who lack such awareness are likely to have difficulty acquiring early reading skills. Several investigations conducted in the EFI context have demonstrated that children who are provided with PA training begin to close the achievement gap between the lowest-achieving readers and their peers. Therefore, it is reasonable to expect that young children in EFI programs who are in the initial stages of reading development and are provided with evidence-based PA training will become proficient readers in both French and English, Canada’s two official languages.
Research tells us:
Wise, N., D’Angelo, N., & Chen, X. (2016). A school-based phonological awareness intervention for struggling readers in early French immersion. Reading and Writing, 29(2), 183-205.
Wise, N., & Chen, X. (2015). Early intervention for struggling readers in grade one French immersion. Canadian Modern Language Review, 71(3), 288-306.
Wise, N., & Chen, X. (2010). At-risk readers in French immersion: Early identification and early intervention. Canadian Journal of Applied Linguistics, 13(2), 128-149.
Wise, N., & Chen, X. (2009). Early identification and intervention for at-risk readers in French immersion.
What Works: Research into Practice. Toronto, Ontario: Ontario Ministry of Education.
Copyright © 2016 French Immersion Educational Consulting Inc.


A CHC30113 Expert Will Tell You What Effects Does Early Childhood Education Have on Children
While early childhood education programs are not necessarily designed to improve child health, a growing body of research indicates that they may lead to short- and long-term improvements in health-related outcomes.
Self-regulation can be one of the most difficult skills to learn as a young child. When you are young, it’s easy to lose focus and forget your goals when you are playing, or when you are excited or angry, or when you are tired or hungry. From a very young age, children have a need to be self-motivated, and this is a skill that can only improve with time and practice.
Improved Emotional Development
Emotional development is one of the most important and most neglected aspects of childhood. It’s easy to see why: we’re told that there’s no time for this stuff when we’re busy being kids. But the truth is, without emotional development, kids aren’t going to be able to learn how to cope with the world around them, and they won’t be able to develop healthy relationships.
Develop Good Habits
Good habits in childhood helps grow a child to be a responsible adult. They are fundamental skills that you can develop throughout your school years. They include things such as proper hygiene and dressing for the weather. These habits may seem trivial at first and seem to go unnoticed, but in reality they are the building blocks for a healthy future.
Develop Literacy and Numeracy Skills
The ability to read and write is a crucial part of education. In some countries, children start school before their five-year-olds are developmentally ready, but that doesn’t mean you need to wait until the end of primary school to start reading to your children. Working on literacy and numeracy skills from an early age is a great way to ensure that your children are better able to learn and retain information at school, and increase their chances of being successful.
Improves Emotional and Behavioural Functioning
The study of behaviour is an increasingly hot topic in today’s society, with everyone from parents to social scientists trying to make sense of how our brains and behaviours work. The role of the brain in a child’s development is complex and interesting. The development of the brain begins in the womb, and continues throughout childhood and adolescence. A child’s brain, like any other organ in the body, needs nourishment and other support to continue developing and functioning.
Improves School Performance
One of the most important things for kids to learn is how to learn. In this digital age, the amount of information we need to remember tends to increase exponentially with each passing year. In most cases, the more information, the better. That’s why learning can be more challenging for kids these days.
Improves Mental Health
Children are the ultimate multitaskers. They learn by making sense of the world around them. They make sense of their own feelings and the world around them, and this is where everything is made of a combination of senses. They are the ones who make sense of the world around them and make sense of who they are, and who they are made of. They are the experts at seeing how the world makes sense. They are the experts at seeing how the world around them makes sense. If you want to learn how to improve mental health, you need to build on these skills and use them to improve your own mental health.
In case you have any experience with kids in any way, you most likely understand how impressionable they’re. Imagine the impact that can be made through the formative years of studying. That is what early childhood education is all about. So maybe the biggest advantage of having your CHC30113 childhood degree will be to your children.


ERIC Number: ED453484
Record Type: RIE
Publication Date: 2001
The Guidance Counselor and the Reading Curriculum.
There are many ways guidance counselors can help teachers achieve more optimal reading instruction. Counselors first may have to ascertain the kinds of problems faced by a student in learning to read. Assessing a student's ability to use picture clues to decipher words may be necessary with primary grade students. Knowledge about phonics, using context clues and syllabication may all be helpful with older students. Since there are very strong advocates for phonics instruction, it is important for guidance counselors to understand arguments for and against its use. There are numerous ways students demonstrate learning gains and guidance counselors need to advocate for changes in how students are assessed. Just using one test is inadequate to determine a student's ability or learning difficulties. The portfolio approach stresses use of evidence from daily classroom work as part of the assessment. The portfolio helps show the counselor and the teacher how the learner reveals reading achievement. These suggestions offer guidance counselors ways to assist teachers in developing a quality program of developmental reading. (Contains 11 references.) (JDM)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A


Gad’s Hill School Foundation Stage (Reception) provides a stimulating, caring and vibrant environment where children learn important social skills and thrive on the planned learning opportunities, particularly in early reading, writing, mathematics, technology and creativity.
Reception is a natural progression from Kindergarten Nursery, combining a warm, welcoming atmosphere with a bright, spacious and stimulating environment, which provides a wide variety of learning areas. The children are well-motivated learners, who continue to work within the seven areas of learning from the Foundation Stage curriculum, with an increased focus on the teaching of reading, writing and numeracy.
Each child enters Reception with his or her individual temperament, family structure, cultural heritage, language and learning ability. At Gad’s Hill School we value and respect each child’s unique sense of self. We believe children thrive when they are given abundant opportunities to play in a creative supportive environment and this is what we strive to provide in our Foundation Stage unit.
Having its own separate entrance and play area The Foundation Stage boasts excellent self-contained facilities for role play, story time, class activities, language and literacy groups, reading and computer activities and teacher led tasks. Outdoors there’s a secure, fully enclosed area with units for art and wet activity and of course play!
The Foundation Stage is split into seven Areas of Learning. Each half term our learning focuses on one or two different topics through which we incorporate a range of Adult Led, Child Led and Child Initiated learning and play.
- Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
- Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
- Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
- Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
- Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
- Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role- play, and design and technology.
An online journal called ‘Tapestry’ is compiled for each individual child, which includes a range of evidence collected from school and home. Tapestry’ is a secure online system, used to create individual E-Learning Journals to record the experiences and development of each child in our setting. ‘Tapestry’ allows us to work with parents and carers to share information and record the children’s play and learning, both in and outside of, our setting.


College and Career Ready Graduates (CCRG)
The General Assembly passed legislation that required the NC Community College System in partnership with the State Board of Education to implement College & Career Ready Graduates or CCRG. This program provides instruction in foundational skills for mathematics and English that are critical for success in collegiate courses. By providing the opportunity to meet this requirement in high school, students can be more prepared to be successful in community college courses. High school students are identified to participate based primarily on their unweighted grade point average (GPA) at the end of their junior year. There are other data points that can help students to meet this requirement such as Math 3 EOC score, ACT score, SAT score, Advanced Placement or International Baccalaureate (IB) testing scores, along with some other measure.
By completing the CCRG requirement, students can increase their preparedness for next learning as well as save money on courses at the community college. Completing these courses in high school can save students time and money when they begin at a community college by eliminating the need for additional support or preparation classes there. This material will also help prepare students for university placement tests, military technical schools, and career math and English needs.
For more information, please speak with Ms. Nilles (firstname.lastname@example.org, 919.554.6303 x 20345) or your school counselor.
Also, check out: https://www.wcpss.net/Page/46955


This article begins with an overview of music technology today, its history and current status. The development of MIDI, digital sound synthesis, and CD audio are mentioned. Developments in music software designed assisted instruction are placed in six categories: drill-and-practice, flexible practice, guided instruction, games, exploratory, and creative. The article continues by offering examples of commercial software from these categories that are appropriate for young children. Screen shots of each program are offered, together with comments about how each title works. Research on the young child and music technology is included, with references to work done in and outside of music education. The article ends with the notion that teachers are always the key to quality instruction in music and music technology is only a tool in the process.
ASJC Scopus subject areas


PH111 Half Unit
Introduction to Logic
This information is for the 2020/21 session.
Dr Laurenz Hudetz
This course is compulsory on the BSc in Philosophy and Economics, BSc in Philosophy, Logic and Scientific Method, BSc in Philosophy, Politics and Economics and BSc in Politics and Philosophy. This course is available on the BSc in Accounting and Finance. This course is available as an outside option to students on other programmes where regulations permit and to General Course students.
Arguments and inferences play a fundamental role in almost all areas of human life and society. For example, a scientist will test a theory by reasoning that if that theory is true then some other claim, one that can be checked experimentally, must be true as well. Or a politician will defend a policy by putting forward an argument in favour of it and criticising counterarguments. More mundanely, we reason, argue and draw inferences all the time and our actions are guided by the conclusions we draw. We are so used to this that we are often not even aware of it.
Logic is the study of arguments and inferences – it therefore has an enormously broad scope. Its main task is to give an explicit characterisation of those arguments and inferences that are valid (and hence differentiate them from those that are invalid). Logic tells you exactly when some conclusion follows from some premises and when it does not. It turns out that most arguments we encounter in everyday life are far from the ideal of logical validity. However, good philosophers and scientists should be able to devise arguments satisfying that ideal. This skill can also be of great advantage in fields such as law or public policy.
We train this skill based on classical theories of logical consequence. Among other things, the course provides rigorous answers to the following questions.
- What exactly are arguments and inferences and which quality criteria should they satisfy?
- Under what conditions is an argument or inference logically valid?
- How can one demonstrate that an argument or inference is valid?
- How can one demonstrate that an argument or inference is not valid?
The course begins with a simple system called sentential or propositional logic, which despite its simplicity captures a significant range of important arguments. The course then focuses on (first-order) predicate logic, which is much more powerful and provides the logical basis for analysing a great variety of arguments and theories.
15 hours of lectures and 10 hours of classes in the MT.
This course is delivered through a combination of lectures and classes totalling a minimum of 25 hours across Michaelmas Term. This year, some or all of this teaching will be delivered through a combination of online lectures, in-person classes and, if required, virtual classes. This course includes a reading week in Week 6 of Michaelmas Term.
Formative coursework will take the form of problem sets. These will be set on the basis of the material covered in lectures. Students are required to complete problem sets before the associated class and to be ready to present and discuss their answers in class.
There will be comprehensive lecture slides and materials covering the entire course content. Indicative background readings include:
- Button, T. and Magnus, P.D. (2017): forall x: Cambridge, URL= < http://www.homepages.ucl.ac.uk/~uctytbu/OERs.html>
- Copi I.M., Cohen, C. and McMahon K. (2014): Introduction to Logic. Pearson.
- Halbach, V. (2010): The Logic Manual. Oxford University Press.
- Salmon, M.H. (2013): Introduction to Logic and Critical Thinking. Wadsworth.
Take-home assessment (90%) in January.
Continuous assessment (10%) in the MT.
Important information in response to COVID-19
Please note that during 2020/21 academic year some variation to teaching and learning activities may be required to respond to changes in public health advice and/or to account for the situation of students in attendance on campus and those studying online during the early part of the academic year. For assessment, this may involve changes to mode of delivery and/or the format or weighting of assessments. Changes will only be made if required and students will be notified about any changes to teaching or assessment plans at the earliest opportunity.
Department: Philosophy, Logic and Scientific Method
Total students 2019/20: Unavailable
Average class size 2019/20: Unavailable
Capped 2019/20: No
Value: Half Unit
Personal development skills
- Problem solving
- Application of information skills
- Application of numeracy skills
- Specialist skills


Background: There is evidence indicating that instruction using ABRACADABRA (ABRA) – a free web application designed to promote literacy development – may benefit children with autism spectrum disorders (ASD) when administered on an individualized basis in children's homes. Aims: Here, we investigated the efficacy of ABRA instruction administered in small groups of children with ASD within a school setting. Methods and procedures: Children were aged 5.83–8.42 years (n = 23). Some children were assigned to an instruction group and received a minimum of 20 h of ABRA instruction over 9 weeks (n = 11). The other children comprised an age- and ability-matched control group (n = 12) and received business as usual literacy instruction. Outcome measures included word-level accuracy, passage-level accuracy, and passage-level comprehension, all assessed using standardized tests that were independent of ABRA. Outcomes and results: ANOVAs comparing pre- versus post-instruction raw scores showed statistically significant improvements in word- and passage-level reading accuracy for the instruction group relative to the control group, with large effect sizes. Gains in reading comprehension for the instruction group were not statistically significant and, in a posthoc correlational analysis, appeared to be related to children's socialisation skills (r =.62). Conclusions and implications: Literacy instruction using ABRA is associated with improvement in reading accuracy for children with ASD when administered in small groups within a school setting. Children with ASD may require additional supports to make gains in reading comprehension when literacy instruction using ABRA is delivered in groups.


Jono Heale, a director of Advanced Communication Solutions Limited, MUSIC:ED’s Official Hearing Conservation Partner, argues that music educators must raise awareness of the hazards of exposure to loud music.
14 years ago, after being told by my wife that I had ‘selective hearing’, I went for a hearing test. I was aware of having tinnitus but was not really prepared for the shock of being told that I had Music Induced Hearing Loss.
The hazards that affect musicians can be compared to those in any other sector. For example: Noise, Manual Handling, Electricity, Slips and Trips and Repetitive Strain Injuries – we could be talking about working in a factory. So raising awareness of these issues is key, and where better to start than in education? In further and higher education, courses such as Hair and Beauty or Engineering cover Health and Safety during term one, while those involved in disciplines such as Dance and Drama receive musculoskeletal screening. However, the situation in music education is somewhat different.
After ‘retiring’ from playing professionally, I went to work in music education and found that occupational health is not firmly embedded into the curriculum. Furthermore, education managers seem to think that foam earplugs are suitable hearing protection for musicians. Would you give dark/tinted safety goggles to a student doing intricate soldering or using a drill? No. So why give an auditory block to a musician?
In the light of this, ACS launched a campaign for hearing conservation in education and offering affordable high-fidelity hearing protection solutions. This has received positive support from the British Tinnitus Association and Help Musicians UK together with respected music-education institutions including the Royal Northern College of Music, the Royal Academy of Music and Chetham’s School of Music.
We must raise awareness of the effects of exposure to loud music
George Odam, former Emeritus Professor at Bath Spa University and Fellow of the Guildhall School, has been a champion of this subject for a while. He undertook a research project inquiring into the health of music students. After a one-year pilot study, worrying statistics were found showing that 26% of students had tinnitus and 17% had hearing loss. The seriousness of these statistics needs professional medical investigation.
So, the times they are a-changin’ – but we, with the support of the industry, must challenge those working in music education to raise awareness of the effects of exposure to loud music, so that musicians of the future can work in safe environments and play safe now – so that they can still hear tomorrow.


CONFIDENT SOLUTIONS, LLC
BRIDGING THE GAP BY EMPOWERING CHILDREN, FAMILIES, AND SCHOOLS THROUGH MAKING MINDFUL CONNECTIONS.
There are two parts to phonological awareness and both are required in order to have fluent reading. 1. Phonemic awareness skills means the ability to manipulate the sounds that make up spoken language. For example, we know "c" makes the /k/ sound. When multiple letters are put together to make a word, phonological awareness enables us to break apart each individual sound within a word. 2. Phonics skills is the understanding that there are relationships between letters and sounds. (WE NEED MORE HERE) Having these foundational skills will lead into stronger fluency skills which is defined as the ability to read with accuracy, speed, and expression. When these come easily reading comprehension is attained. This will allow your child to understand and enjoy the story. Laying the foundation of phonological awareness is important regardless of your child's grade. We see children in middle and even high school who are struggling with decoding a new word, fluency and comprehension because of a weak phonological awareness. Orton-Gillingham and Language therapy are two ways you can help your child strengthen these skills. OG is a multi-sensory approach to teaching a child how to manipulate these sounds in words. One particular aspect stuck out with me So, what can you do at home to help your child with phonological awareness? One way is to practice manipulating sounds through Elkonin Boxes. Here's one link with an example http://www.readingrockets.org/strategies/elkonin_boxes or check out my past post on What Is Inside of my OG Bag? You can also play games with you child! This book has different levels of games that you can play https://www.orton-gillingham.com/products/2378/. Remember, even though this book says for grades K-2nd, phonological awareness consists of a foundation of skills that will later affect decoding, fluency, vocabulary, and comprehension. If you have an older child who is struggling with manipulating sounds, it's beneficial to go back and work explicitly on strengthening his or her awareness. Practice rhyming with your child! You can read poems together or take turns saying rhyming words. Please e-mail us with any questions at email@example.com. We love connecting with you and are always happy to help you with tips and resources. With Appreciation, Christina and Wendy


Adults Can't Seem to Understand This Math Problem for First Graders. Can You?
From popular mechanics
Twitter users can't figure out a first grader's math homework.
State-of-the-art education tries to work out (literally!) The different ideas the children have to see how they think.
By expanding critical thinking and daily math skills, students learn math more resiliently.
Last week, New Yorker shared a dull children's math problem with Helen Rosner, and the internet responded accordingly:
Scroll to continue with the content
How he traded $ 2.8 million in stocks part-time at home
Kyle Dennis took a leap of faith and decided to invest his $ 15,000 savings in the stock market - $ 2.8 million later, he owes his success to these strategies
The assumptions were very different.
(Ben is right, but it's hard to explain in a tweet.)
Is Oglethorpe University's Bill Shillito right? What does this math problem mean?
➗ You love numbers. We also. Let's argue about numbers together.
The common problem follows a formula common today with updated math pedagogies of various kinds. A parent who hasn't read or just received the proper materials to understand the pedagogy takes a clip out of context and laughs at what it seems like nonsense . In this case, the homework uses language students who were likely learned in class.
A math drawing is a child's rendered version that shows how objects like blocks or even their fingers are counted in real life. For example, you draw circles that correspond to the number of objects in the question. Then they also draw relationships by circling some objects, painting some, putting them into different groups, and so on.
If this sounds like pretty nifty stuff, it is and it isn't - kids tend to think this way, but for adults outside of fields like combinatorics or set theory, it's almost entirely found in infographics.
? The best math books
Let's consider what math drawings are and why this type of math pedagogy is on the rise. Math, in particular, is prone to many weaknesses in education. Math-afraid elementary school teachers communicate this fear to students and affect their results, and that's before anything is even taught.
In the 2005 book How Students Learn: Maths in the Classroom, which is a sequel to some other well-known psychology books about learning, the experts focus on ways to connect with students about math to show how they think about problems . Children acquire numbers in a more tangible way, e.g. B. by seeing quantities of things on the counter or counting along their fingers.
Because the relationship between a real, countable, tenable thing and the numbers you write on your math homework is not always clear, experts say that some students run into a bottleneck simply by trying to express their thoughts on the solution of To communicate problems.
Older children are encouraged to show off their work, although frankly this is more of a way to pinpoint cheating than to examine how they think. In mathematics education it is now said that it is also of great help to speak to younger children through their thoughts. "Such math communication can help anyone in the classroom understand a particular concept or method, as it explains contrasting approaches, some of which are wrong - but often for interesting reasons," the authors write in How Students Learn.
This is an important point. If you've ever taken a Princeton Review or any other test prep course, you know that writers trap test takers into wrong answers by offering something almost right. If you've made a common and crucial mistake, your paper will lead you to the red herring answers. Understanding various common thinking mistakes is a great way to help kids rethink their options in an environment where they won't be punished for thinking about it. Here at Popular Mechanics, we deal with Team Math Drawing.
Now that you are comfortable with math drawings and countable things, look at the problem again. How would you solve it?
Tell us in the comments. ? ⬇
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ERIC Number: ED442656
Record Type: RIE
Publication Date: 2000
XY Encounter: A Mathematical Adventure. [Videotape].
This video offers an exciting four-part adventure about two teenage sleuths who discover the presence of an alien below New York City. As they try to make contact with the alien, they are confronted with a series of mathematical challenges that test their knowledge of the content strands recommended by the National Council of Teachers of Mathematics (NCTM) that include coordinate graphing, measurement and geometry, number patterns, and fractions. The video is closed-captioned and 27 minutes long. (ASK)
Descriptors: Elementary Education, Fractions, Geometry, Graphs, Mathematics Activities, Mathematics Instruction, Middle Schools, Number Concepts, Problem Solving, Videotape Recordings
PBS Video, 1320 Braddock Place, Alexandria, VA 22314-1698; Phone: 800-344-3337.
Publication Type: Non-Print Media
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Note: For Teacher's Guide, see SE 063 759.


Diverse Choices Support Student Growth and Achievement
Cashmere, D. J. "How Do We Teach 'To Kill a Mockingbird' and Honestly Confront Racism?" Yes! Magazine, 8 July 2019. Harper Lee‘s novel is the closest thing America‘s had to required reading. But the book‘s failings in confronting racism are more apparent than ever to White educators—and Black ones wonder what took so long.
Chapman, Ryan. "Build Empathy and Understanding by Pairing Comics with Novels." Edutopia: Literacy, 12 July 2019. Teaching with comics facilitates improved comprehension and social-emotional competencies.
Gall, Elisa. "The Privilege of Nostalgia." Reading While White, 11 Oct. 2018.
Greenberg, Karin. “Books of Our Roots: A Collection of Literature from The Countries of Our Origin.” KQ, AASL, 1 Aug 2019.
Gregory, Jamie M. "Eliminating Librarian Positions Limits Intellectual Freedom." Intellectual Freedom Blog, Office of Intellectual Freedom of ALA, 30 May 2019.
Korbey, Holley. "The Reading Wars: Choice vs. Canon.” Edutopia: Literacy, 9 July 2019. English teachers are wrestling with how to navigate the increasingly contentious terrain between student choice and assigning the classics.
Krashen, Stephen. "Do Libraries and Teacher Librarians Have the Solution to the Long-Term English Language Learner Problem?" CSLA Journal, 41(2): 16-19. 2018. (California School Library Association).
LaGarde, Jennifer. "Where Are The 'Normal' Books?" Adventures of Library Girl, 30 May 2019. Recently, a friend of mine (who I won’t name here, but who is a librarian I greatly admire) shared her frustration related to a request she received from a teacher who was looking for some book recommendations.
Langella, Peter. "Diversity and Inclusion in Libraries: More Than Books on the Shelves." KQ, AASL, 13 May 2019.
"Librarians: Digital Literacy Experts." The Mind Online, episode 7, Teaching Tolerance, Episode 7. Julia Torres & Louise Parker-Hennion are interviewed by Monita Bell.
Lopez, Steve. "In L.A. Unified Elementary Schools, Library Books Could Be Off-Limits to Many Students." LA Times [Los Angeles CA], 4 May 2019.
Lyman, Caroline. "Reading Aloud to Middle School Students to Improve Their Attitudes about Reading." ERIC, 2019.
Martin, Michelle H. "Facing the Black Child: The Bold Direction of Twenty-First-Century Picturebooks." Children and Libraries: the Journal of ALSC, vol. 16, #3, 2019.
Miller, Donalyn. "If Kids Can't Read What They Want in the Summer, When Can They? | Opinion." School Library Journal, 17 June 2019.
Moore, Belinda. "2 Ways to Choose Books for Picky or Uninterested Readers (And Get Them Loving the Process)." ALSC Blog, 31 Mar. 2019.
Price, Sallyann. "No Minor Concern: Privacy Experts Clarify the Rights of Minors in the Library." American Libraries, 25 June 201
School libraries help to bridge digital divide. Parent Today (Posted in Elementary, High School, Middle Years), 13 Feb 2019.
Stewart, Kara (Sappony) and Dr. Debbie Reese (Nambe Pueblo). “Native Stories: Books for Tweens and Teens by and about Indigenous Peoples.” School Library Journal, 20 Aug 2019.
Stivers, Julie. "Building Inclusive Libraries, Youth-driven Frameworks, and Initiatives Are Key to Welcoming All Students." American Libraries, 3 June 2019.
"Stories for All of Us." Jambo Book Club. Jambo Book Club sends your child two beautiful high-quality books each month that star a child of color in an engaging story. Jambo makes it easy to add fun multicultural children‘s books to your home library.
Travis. "Intro to Speculative Fiction by People of Color." The Fantasy Inn, 8 July 2019.
Wexler, Natalie. "Elementary Education Has Gone Terribly Wrong." Atlantic Magazine, Aug. 2019. In the early grades, U.S. schools value reading-comprehension skills over knowledge. The results are devastating, especially for poor kids.
Whaley, Monte. "Letting Boys Read What They Want Can Help Boost Lagging Language Scores, Colorado Educators Say." Denver Post [Denver CO], 31 Aug. 2018. Education sec.


The 5 Steps That Will Empower Your Child for School Success
Parents want to see their children do well in school, but often wonder how they can help. It's never too early to start teaching your children so that they are ready for reading and school, says Nell Secor. This episode will give you actionable tips to help your child learn to read and succeed as a learner.
Nell Secor has a background in education. She studied elementary education and has a Masters degree in curriculum and instruction.
She loves books and literacy.
She has a second MS degree in library and information science.
American Library Association developed a program called every child ready to read- encouraging and educating parents and caregivers to help children be successful in reading and in school.
The number one message is that the parent is the child’s first and best caregiver
Nell has been a children’s librarian for 9 ½ years.
Reading is the single most important activity to get children ready to read.
It does many wonderful things to prepare them for reading success.
Books bring in new words and vocabulary. The more words kids have, the more successful they will be later down the road. It helps to develop imagination, and concentration. Reading begins at birth; you don’t need to wait. Start reading to them when you’re holding them on day one!
Reading develops a wonderful bond with child and caregiver, by sitting beside each other. It helps on so many levels, academic and beyond.
Reading also helps to develop empathy.


My school teaching highlight last week was the two music lessons which I delivered to my primary 6 class. I am not musical and will admit that there were children in the class that understand musical terms and techniques better than me. These are children who benefit from the council music tuition programme. Today we will talk about these lessons and later this week we will explore why music education is tricky for teachers yet vitally important.
As I said, I am not musical. Despite over a decade in the classroom, I still lack confidence in teaching music. When we lack confidence we reach for our comforts. For me, that is outdoor learning. Whilst these lessons started in the classroom, we quickly got out into the playground.
The Grounds for Learning website has some great resources and lesson plans. I love their plans as they are brief, simple and adaptable. I used the Bang, Crash, Whoosh plan with a You Tube video from Stomp. (plan is – https://www.ltl.org.uk/resources/results.php?id=419 , Stomp video is https://www.youtube.com/watch?v=tZ7aYQtIldg ). The video helped us explore the difference between beat and rhythm, different techniques to make music more interesting and “instruments” we could use before heading out to the playground to work in groups. The children had themselves, their school bags and the bag contents to use as instruments.
Quickly, the children began, exploring different ways they could create noise and the turn that into music. They worked as teams and communicated well. Yes, it was noisy, yes it looked a little crazy but yes, the kids were absolutely on task. They had time in groups to create their music before each group performed for the rest of the class. What started as a noise soon became music. The lesson was simple but effective and the pupil’s came back into class buzzing. They must have enjoyed it as I had the pleasure of observing them from my window at lunch continuing playing with ways to create sound and rhythms.
I had them interested, so it was time to develop the lesson. As said earlier, I am not musical in the slightest, however, I once had the opportunity to watch an amazing music teacher teach notation and could use his techniques. Each group created a simple sheet with 8 beats. Each instrument was represented by a symbol and was noted on a different line. It may have looked a little like this
We could then explore why we would want a visual representation of our piece of music. Children, who like me, do not feel talented in this area realised it could really be simple and accessible to them. They participated and worked together in a way I have rarely observed from this class.
And me? Well I left the lesson feeling I might just be able to teach music.
Look out for our blog on Thursday where we explore why music education is important.


An inquiry into the impact that early years education has on children’s life chances has been set up by the parliamentary education committee.
The inquiry will look at the effect early years education and social policy has on children later in life, and will examine current government policy in those areas.
As well as focusing on early years educational settings, it will look at the prevention and early intervention support available to families, the importance of communication skills and language development and consider health services and welfare services.
Launching the inquiry, Robert Halfon, the chair of the education committee, said high quality early years education can “have a major impact in helping even the most disadvantaged children to compete with their better-off peers”, but warned of a “postcode lottery” that means some children do not have the opportunity to benefit properly from schools and health support services.
“As a committee we are determined that our inquiry will recommend practical proposals to ensure that all children have the chance to reach and climb the ladder of opportunity and succeed in their lives ahead,” he added.
The launch of the inquiry comes days after the Department for Education announced £13.5 million funding for two schemes aiming to help boost early language and literacy development for disadvantaged children.
The committee is inviting written evidence until June 1.


Early Childhood Program
In the three-year-old program, we help children carry out personal care routines on their own, solve problems and resolve conflicts, reason, and think. We use feedback and assessment to expand the child’s knowledge and build skills.
We help children develop a sense of self identity and purpose. By allowing ample opportunities for exploration and building self-help skills, children become adaptable to varied environments and develop a sense of independence.
Milestones this year include the ability to handle scissors, hold writing instruments in their fingers, and draw shapes and objects in relationship to each other, memorize short chapters of the Qur’an and recite their daily duas. In addition, three-year-olds are developing more complex language and social skills. They are able to demonstrate greater dexterity and hand-eye coordination as well as strength, balance, and fluidity of movement.
In our four-year-old program, we honor and enjoy children’s natural curiosity, competence, and exuberance. We are especially interested in supporting these foundational skills children gain through play and exploration:
- Developing social connections to peers and adults through successful communication and problem-solving
- Strengthening fine and gross motor control and organization
- Supporting transitions and adjustments to school routines
- Helping each child feel comfortable and happy in a learning environment
These foundational skills are critical for a child’s future success in school through the primary grades and beyond.
Through guidance from their teachers, the Kindergarten class works both independently and in small groups to progress toward their goals for the year. They are immersed in a culture of learning and discovery.
- Short Sura’s from the last Juz of the Qur’an
- Introduction of Arabic letters and sounds
Kindergarten Islamic Studies
- Selected stories from the Sirah of Rasul Allah, Peace and blessings upon him
- Daily dua and hadith
- Nasheeds (songs) inspired by love for Allah and Rasul Allah
- Islamic habits
Kindergarten Language Arts
- Early phonemic and print awareness and listening comprehension skills
- Communicate through writing by moving from drawing to spelling using more conventional spelling rules
- Know the parts of a book and their functions
- Understand that words are made up of a sequence of sounds
- Make personal connections to written materials
Kindergarten Social Studies
- Essential concepts of neighborhood, school, interdependence, diversity and community, and communicating within a community
- Patterns, sorting and graphing
- Strengthen counting, adding and subtracting skills
- Measure objects using non-standard units and construct and identify two-dimensional shapes
- Concepts of odd and even, coin values and skip counting
- Plants and seeds including life cycle of plants and what seeds and plants need to grow
- Nature explorations
- Natural resources
- Line, shape, color, space, form, texture and value; the language artists use for thinking and describing artwork
- Fiber arts: students work with wool shorn from our sheep or silk from silkworms raised in the art classroom
Kindergarten Drama, Percussions, and Vocals
- Perform class plays of the Fables of Aesop and others
- Sing nasheeds and rhymes
- Students learn to sing collectively and individually
- Running, jumping, galloping, sliding and hopping
- Play with balls, ropes, hoops and beanbags to learn tossing, striking and catching
- Practice elaborate movement skills
Arabic for Early Childhood Center
Beginning in preschool, Peace Terrace students study Arabic in classes led by teachers who are native speakers of the language. The program begins with a focus on oral communication through everyday expression to familiarize students with sounds, intonation, and pronunciation of the Arabic language.
At this level we want to create an environment where the children can enjoy and be eager to learn a new language. We use active and engaging activities for the students to experience. At this young age we have what is called “the silent period” in which language patterns and sounds are absorbed by the children. As they become more familiar with their teacher, they begin to communicate in the new language. The curriculum in preschool concentrates on basic vocabulary. The students learn through songs, visuals, games, and hands-on materials.
Goals and Objectives:
- Listen to and act out a song
- Reproduce sounds and words in Arabic
- Demonstrate active listening skill
- Instill an early awareness and understanding of different cultures and people, and the richness of the many ways of being human
Our students learn about the history, geography, music, art, traditions, and culture of the Arabic speaking world. Their experiences in the Arabic program provide important preparation not only for future language study, but also for their participation as members of the global community of the future.


Halloween is right around the corner, and if your kids are like mine, they’ve been talking about it for a good six weeks. From the costumes to the trick-or-treating plans to the parties and the candy, it’s been nonstop! If you can’t beat ‘em, join ‘em, right? And maybe throw in a little learning while they’re at it?
Here is a round-up of some of my favorite Education.com resources to support your child’s literacy as you celebrate Halloween. These resources are easy to use and the material lists are simple, and they cover a range of components of literacy development—phonemic awareness, comprehension, writing, spelling, and vocabulary.
For Preschoolers and Kindergarteners
- Building Block 1: Uppercase Letters: These fun worksheets help the alphabet come alive. Your child can review their letters, sounds, and words that start with each letter as they color these wacky letters.
- Finish the Halloween Sentences: Inspire your little learner to practice reading and writing with this festive worksheet! They’ll use visual clues like an image of a spider web to help them complete the sentences with simple, high-frequency words.
- “G” is for Ghost!: With a fun hands-on activity, your child can celebrate Halloween in a spooky and educational way. While creating a Halloween decoration, they will focus on the letter “G.” Letter recognition, the sound that “G” makes, and words that start with “G” will be the topic as your child gets going with this gooey, giggle-inducing, ghostly project.
- Halloween Poem: Exposing your child to poetry at a young age is a great way to build their rhyming skills. Rhyming helps set children up with stronger language skills as they get older. This short Halloween-themed poem provides fun practice with simple rhyming. Your child can use the illustration, the word bank, and their knowledge of rhyming to complete four lines of the poem. To see more benefits of rhyming and tips to help your child build their rhyming skills, check out this blog post.
For 1st and 2nd Graders
- Interesting Animals: Bats: With this reading comprehension worksheet, your child can read about one of the most notorious creatures associated with Halloween. First, they’ll learn some new facts about these interesting animals. Then, they’ll answer a few short questions to demonstrate their comprehension.
- Halloween Words: Frightfully Fun Spelling Worksheets Set: This set of eight worksheets focuses on Halloween-themed vocabulary, like bats, ghost, pumpkin, and candy. In this frightfully fun collection, your child will trace vocabulary words and then use the words in their own sentences. This activity supports your child’s literacy development by working on spelling, reading, and writing.
- Spiders and Their Webs: Another holiday favorite: the spider! This nonfiction worksheet shares factual information about spiders in a reading passage. After reading, your child will label a diagram about the spider.
- Halloween Story Starter: A key component of literacy development is writing, but sometimes, kids don’t know where to start! When writing feels difficult, sentence starters can help. Here, even reluctant writers will enjoy using the sentence starter (“The kids were all dressed up for Halloween and…”) to write their own spooky story. Then, they can create a colorful illustration to accompany it.
Get your child excited for October 31 with these Halloween-themed leveled books. Each one is a different level in terms of text complexity, so check out which version is best for your child.
- Happy Halloween!: Level A
- Happy Halloween!: Level D
- Happy Halloween!: Level G
- Happy Halloween!: Level J
Have a happy and safe Halloween!
By Jasmine Gibson, an educational consultant with expertise in early elementary education, supporting teachers, and designing curriculum.


About This Course
Graphic design is all around us, in countless forms, both on-screen and in the print world, yet it is always made up of colors, images, and words to create a communication goal. This course will teach you the fundamental principles and advanced techniques of graphic design: image-making, typography, composition, working with color and shape, and so on, foundational skills that are common in all areas of graphic design practice. I don’t just want you to watch a video of someone talking about design, I want you to make designs, feel the colors! If you want to be a graphic designer you will have to get dirty with exercises and with more practical projects.
This specialization course aims to equip learners with a set of transferable formal and conceptual tools for “making and communicating” in the field of graphic design. This core skill set will equip learners for formal studies in graphic design, and a starting point for further work in interface design, motion graphics, and editorial design.
- You will need a PC (personal computer). Such as a Laptop or a Desktop.
- Good internet connection (1MBPS at least) for attending classes.
- Min requirement for a PC:
- ‘Intel® Core™ i3’ Processor minimum (but Intel® Core™2 Duo is okay).
- Ram 4GB minimum.
- Windows 7/8/10 Operating system.
- A Good Monitor.
Frequently Asked Questions:
To succeed in this course, you will need access to a computer. You can complete this course without one but it will be tougher. At the end of this course, you will have learned how to explore and investigate visual representation through a range of image/graphic-making techniques; understand basic principles of working with shape, color and pattern; been exposed to the language and skills of typography, and understand and have applied the principles of composition and visual contrast. If you complete the course you will have a core set of graphic design skills that you can apply to your own projects, or to more deeply investigate a specialized area of graphic design.


Anderson, Nancy. Elementary Children’s Literature: Infancy through Age 13, 3rd ed. Boston: Allyn & Bacon, 2010. This is the latest version of the book, and provides major resources used for preparing students on how to be good teachers of literature. Students find the book resourceful, but it’s actually the teachers who benefit the most from it as it highlights issues necessary in children literature, and how best to introduce it to elementary education students.
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Anderson has a wide experience in children’s literature, and this is shown in the text as the contents are presented in a clear and practical manner that makes it very ‘student friendly’. It gives several ideas to be used in lessons in a straightforward way, which is understandable to the students.
The chapters in the book highlight the major genres in children’s literature. These include Early childhood Books, Historical fiction, Cultural literature, Traditional literature, Biography and Autobiography, Modern fantasy, Informational books, Multicultural literature, Poetry, and Contemporary fiction that is realistic.
The issues discussed are current and literal issues, and devotes a whole chapter to discuss the writings of the underrated authors. The chapter further provides information on the different cultures, and the issues affecting them. This latest edition dedicates an entire chapter on the art illustrations that are used in children’s books.
It gives examples of the arts, the techniques used, and the visuals used in developing them. It further gives guidelines to be used to identify good literature books. The book also gives ways of using the children’s literature to answer and understand questions and instructions.
A detailed bibliography is provided for each of the genres of children’s books. It gives an equal chance for the readers having interests in various genres to benefit from it. Anderson’s numerous experiences in dealing with children’s literature makes her recommendations very useful for teachers, and also the continuing students. She uses the experience to teach and provide light on concepts in children’s literature, and the various genres.
The author includes various topics relating to current issues to help teach literature better according to the set curriculum. She also does not overlook technology, which is very vital in the modern world and how it applies in children’s literature. The text contains lots of strategies that can be used to teach students. This makes it a very valuable teaching aid for both teachers and parents too who have children with thirteen years of age or less.
The contents of each chapter are summarized at the end of each chapter are clear and educative colored illustrations used to enable better understanding. The author also recommends some books that she finds very educative and has assisted her in her career.
She gives credit to the authors that she finds resourceful in various genres and gives references to their works (Anderson 3). The book is very well organized making it readable and understandable to the target group. The boxes provided on each chapter sheds more light on issues that can create conflicts in the book.
The teaching ideas given are very useable by both teachers and students. They are also practical and the teachers do not require much explaining to the students for them to understand the discussed topics. The books stronghold is its ability to attract the student’s attention and capture it throughout the text.
Anderson, Nancy. Elementary Children’s Literature: Infancy through Age 13, 3rd ed. Boston: Allyn & Bacon, 2010. Print.


Distinguished Professor of Education at the University of Southern California, Irvine
Duncan published a seminal research paper showing that pre-kindergarten mathematical knowledge is the highest predictor of later academic success.
Duncan gave a talk to the Children and Families Commission of Orange County that bucked the trend of experts promoting social skills over academics in preschool-aged children.
For more than a decade, early childhood educators have focused on early intervention programs that enhance social and emotional development, believing them to be just as important as the components that enhance linguistic and cognitive competence. Duncan told his audience that he has come to “doubt the wisdom of this conclusion, concluding instead that preschool curricula that promote concrete literacy and, especially, numeracy skills are better bets for boosting children’s chances of school success than curricula that focus solely on promoting social and emotional development.”
His work does not disregard the need for social and emotional development in the 0-5 age group, but, rather, Duncan promotes the need to bolster early literacy and numeracy along with social development to enhance children’s life chances.
He is particularly concerned with early math literacy. His work has found that a two-year, center-based early childhood education intervention program can essentially eliminate the income -based gap at age three.
“One of our noteworthy results is that early math skills are the most powerful predictor of later achievement,” he said. “Our findings provide compelling evidence that future research should be devoted to a close examination of efforts to improve math skills prior to school entry.”
Click here to review his presentation to the Commission.


There is a great need for support for socially disadvantaged children and adolescents. Even bigger than in the city, he is in the country. Because where the cities already have various offers and organizations, there is hardly any supply in rural areas. Not least the increasing number of refugees have contributed to the fact that this already great need has once again increased considerably.
The integration of refugee children and German socially disadvantaged children is associated with obstacles. Language barriers, cultural differences and the associated lack of self-confidence of the children lead to a gap that needs to be overcome. Isolation and loneliness should be averted as well as the dangers associated with lack of integration and belonging.
Our courses show how much art education helps to connect children and adolescents. Immigrant students meet German children and our painting courses form the basis for initial contact. The creative activity strengthens the self-confidence and the joint development of motives connects. Emotions are lived out in the form of colors and patterns, and the associated interaction shows how easily the contact with other children can arise. Once this hurdle has been removed, a child moves from the edge of society ever further into the middle of it. Barriers break down and the newly gained self-confidence influences everyday life, the school and the development of a social environment. Talents are recognized and encouraged, and the fun of creativity generates great joy among our students.
Because of the lack of mobility and the difficulty to find and financially support suitable premises for short to medium-term project phases, we offer our courses so far only in the Hamburg city area.
Knowing what is needed - especially outside the cities - is the cornerstone of the solution: a mobile creative space that enables us to give daily courses in different places. Here leisure and creativity are in the foreground. The children should be able to enjoy, learn and develop freely.
The frequency of the courses depends on the number of children. A group size of 14 children should not be exceeded. In case of greater demand, another course will be integrated into the weekly schedule.


picture and grammar – 12 activities to keep your kids’ minds and bodies moving.
Here are some ideas for fun, and educational, games to keep kids busy, whether inside or out. Please share your ideas for things to do with kids at home in the comments section, or on our Facebook group for parents: Active at Home: Fun ideas to get kids moving.
Math activities,Latest News, jobs Updates, Technology Tips and General Information Updates. stay with us avakarnews.in Please share with your frds this Post Thanks.
Instead of worksheets, build numeracy skills through play. Here are some fun ideas to work on addition, subtraction, fractions, mental math, shapes, time, money, geometry, multiplication, counting, patterning, and estimating.
Kids (and adults!) love a good scavenger hunt. Put a twist on the search by having kids find items of certain shapes. When all objects have been collected, kids can then trace and color in the items on a separate sheet of paper. If the objects are items that can’t be picked up, such as a clock on a wall, let kids use your smartphone to take a photo of the item.
Print out or draw a sheet with shapes and let the hunt begin.
For the youngest in the household, have them find objects that are of simple shapes such as circles, squares, rectangles, and triangles. Challenge older kids with searches for items in the shape of parallelograms, ovals, rhombuses, or scalene triangles.
This is a great game that can be played inside or out.
Math skills used: geometry
How High is That?
Rulers and measuring tapes are surprisingly popular items that kids love to use. Before starting the game, have kids use the measurement tools to see how high one meter or 50 centimeters is so that they have a general idea of what length they’ll be talking about.
For an outdoor version of this game, use (according to the temperature!) snowballs or wet sponges. Have one child at a time throw their item at a wall or fence and have them guess how high the mark it made on the wall is from the ground. Record their guess and have the next child guess. Have the child who threw the item use the measuring tape or ruler to determine the actual height of the throw. Who was closest?
Indoors, follow the same process as above but with a moistened, not soaked sponge. One tip from a mom who’s been there: while they may try to convince you otherwise, snowballs should really stay outside!


Classroom Assessment Tools for Elementary Students
Assessments inform teachers and parents about their children's progress in school. Typically, tests yield data that educators must have as a gauge of their students' progress. They are necessary instruments used in most elementary schools. Assessments are classified according to their specific purpose. Many testing tools are available to help teachers design classroom instruction and enable their students to increase academic achievement.
Formative assessments are given on a continuing basis throughout the school year. These are most helpful to teachers when making instructional decisions. For example, a review of homework over the course of a week reveals that a majority of the class is having difficulty understanding a concept. The teacher then decides if the unit needs to be re-taught. In addition to homework, teacher observations, oral or written reports and quizzes are formative assessment tools.
Summative assessments inform a teacher about a child's overall knowledge in specific subjects. In elementary school, students take tests that measure their ability to master skills and objectives designated for their grade level. Summative assessment tools are nine weeks tests, end-of-course tests, in-depth projects and standardized tests. They give teachers data that helps them determine a student's academic weaknesses and decide if a child is ready to progress to the next grade.
Diagnostic tests indicate how much a student already knows about specific skills, particularly in reading and math. For example, the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessments determine a child's proficiency in letter naming, initial sound production and oral reading rate. A student's score tells teachers if they are on, below or above grade level. Usually, diagnostic tests are given at the beginning of the year as a screening tool, but they may be administered again during the year as a progress-monitoring instrument.
Informal Assessment Tools
Teachers use informal assessment methods frequently in the elementary classroom. They might be used for formative, summative or diagnostic purposes, but they are not standardized or scored according to a predetermined scale. Informal assessments can be as simple as a checklist of skills or a small-group activity. The teacher usually designs or leads informal assessments, which, when used with formal measures, give educators and parents an overall picture of a child's achievement.
Karen Hollowell has been teaching since 1994. She has taught English/literature and social studies in grades 7-12 and taught kindergarten for nine years. She currently teaches fourth grade reading/language and social studies. Hollowell earned her Bachelor of Arts in English from the University of Mississippi and her Master of Arts in elementary education from Alcorn State University.


Why We Want to Help Nepal
Nepal is one of the twenty poorest countries in the world. Its GDP is approximately twenty-five times lower than that in the Czech Republic. The life expectancy of the Nepali population is about twenty years lower than the Czech people. The illiteracy rate is a massive 60%, which is generally owing to the lack of schools especially in rural mountain areas. Thousands, possibly hundreds of thousands of Nepali children are expected to work hard from a very early age and many more are involved in child slavery.
These are the reasons why we focus our development programmes in rural parts of Nepal. Our projects are impassable to many of the popular tourist trails, which are unlikely to ever see any income or prospects from Nepal’s primary industry, tourism.
Therefore our main goal is the construction of new schools, to support children especially those from the poorest of families, who (under normal circumstances) would not be able to afford to have their child educated. With this programme we aim to raise the literacy and numeracy skills of the children, enhancing future job prospects.


Note: To start at the beginning of the series, please visit this post: Why Picture Books?
Today I want to talk about Inspiration.
Inspiration - in most cases- does not come from thin air.
Inspiration usually comes from many sources.
These sources are often little moments or emotions that you catch during the day. Maybe it's a piece of artwork, a film, a poem, a song that you experience. Maybe it's a person you meet who you respect and/or loath. Maybe it's watching a kid battling with the elements to finish that gosh darn sand castle.
These snippets of sources simmer. . and simmer. . and simmer. Until they slowly meld into an idea. . .
an idea for a picture book.
I'm currently working on a book called Good Day/Bad Day.
The inspiration for this story came from many sources. Here are a few:
Morose Molly Rose
This is an image I drew many years ago. . .it expresses the "I don't care" feeling that often takes over many of us in life. As an example, think of Maurice Sendak's Pierre:
Yup, that's the feeling.
Morose Molly Rose became a poem, which then became a picture book that never quite hit the mark for me. So I put her story away. . but her character stayed with me as I wrote and created other books.
I've worked in elementary education for about 10 years: as an educator, learning designer, consultant, and writer. I have come across many the troubled kid and on more than one occasion, these kids would just say straight out:
"Ms. Charlotte, I'm having a bad day."
They were always correct in their observations.
The worst was seeing these kids turn a not so good day into a horrible one. They'd start off in a sullen mood, and then, through actions and decisions of their very own, end the day completely frustrated, angry, and sad. By then, emotions were out of control, people were hurt, and the pain of helping them repair the havoc they created was always hard to bear. I wanted to write a story to help kids take charge of their bad days. . .and turn them into something more positive.
So those are just two sample sources of inspiration for my book Good Day/Bad Day
How do you get inspired? Is it working with kids? Is it immersing yourself in different forms of art (film, paintings, books, performance)? Is it getting your hands dirty with clay or just taking a long shower to relax those creative muscles?
Harvest from your resources and let them simmer simmer simmer. Before you know it, inspiration will hit and you'll have a picture book idea. A direction!
Next up: The Beginnings of a Picture Book (i.e., how I turn inspiration into words and pictures)


These reading comprehension strategy posters will enhance your teaching of reading comprehension strategies. Great for guided reading and read alouds! Display the posters in your room and students use the reading journal inserts in their interactive reading journals.
► 8 reading comprehension posters are included:
✎ Determine Importance
✎ reading journal inserts
These posters are written in kid friendly language using the I can…sentence stems.
Also included are inserts for students to glue into their reading journals as they use the reading comprehension skills. Great for reader’s notebooks: Interactive Reading Notebook
Remember that leaving feedback earns you points toward FREE purchases and I love that feedback! ❤
⭐ Be sure to follow my store to know when new items and freebies are added! ⭐


What is a Docent?
A docent is someone who volunteers his or her time to lead schoolchildren and museum visitors on guided tours. If you like art of any kind, if you enjoy sharing your knowledge and if you can spend 90 minutes a week getting a free art education, you might enjoy volunteering as a docent. Persons of any age or background are welcome.
- If you enjoy learning and sharing your knowledge, being a docent could be for you!
- If you enjoy attending gallery walks and presentations about art exhibitions, being a docent could be for you!
- If you can bring enthusiasm and commitment to your volunteering, being a docent could be for you!
- A docent is a trained volunteer who leads tours of the Museum for groups of children and adults. No prior formal training or experience is needed, no particular background in art is required, and all ages are welcome. The docent program at HMOA offers the opportunity to learn about other cultures, historical periods, artwork and artists.
Docents attend weekly training from September through May. This may include gallery walks with Museum curators, training in touring techniques from the Education staff, field trips to area museums, and demonstrations by visiting artists. Be prepared to make a yearlong commitment to attend training and lead tours.
Our docent corps is a highly valued part of our Museum family. These committed volunteers act as Museum ambassadors to the public. Please consider joining us.
Contact Cindy Dearborn at (304) 529-2701, Ext. 321.


The Proper Pot Size for Plants in Container Gardening
Looks aren't everything when it comes to choosing containers for plants. The size of the containers plays a major role in how well your plants grow. The amount of soil in the pots and the pots' height and width determine how well the containers fit your planting needs. Choosing the correct pot size is key to a thriving container garden.
The plants you grow in your container garden need enough space to grow well. Their roots need space to grow within the pots without becoming root bound. A large container allows soil to retain moisture better than a small container; so the container's plant won't dry out quickly. Bigger isn't always better, though. If you plant a small specimen with a shallow root system, then an oversized container can make it difficult to keep the right moisture balance in the soil.
Height vs. Width
The size of a flowerpot involves a few dimensions. Height is often an obvious measurement of a container. Plants with deep roots need tall pots so the roots have plenty of room to grow downward. Plants such as many succulents that have shallow root systems don't need deep containers. The width of a container is also a consideration. For example, a tall, narrow pot won't work well for a large plant. A wide, short pot, however, would work well for an arrangement of several succulents.
Deciding what you'll plant in your container garden is essential before choosing the garden's pots. Match the containers to the plants, but don't look at the plants' initial sizes. Instead, use the plants' mature sizes as a guide for choosing pots so the plants have room to grow. A tomato plant (Solanum lycopersicum) that is a seedling might fit into a 6-inch-tall pot, but soon it will outgrow the space and need a much larger container. As a general guide, choose a pot with room for at least 1 or 2 gallons of soil for herb plants and annual plants that bloom. Perennial flowering plants, vegetables and large plants need pots that can hold at least 5 gallons of soil. A large pot also is necessary when more than one plant will be in the container. Give each plant enough space to grow fully.
If you already have an established container garden, then re-potting some of its plants in larger containers as the roots outgrow their spaces may be needed. Perennial flowering plants in particular often need to be transplanted into larger containers. If water seems to run through a container without soaking into the soil, then the container's plant may be root bound and in need of a transplant to a bigger pot. Choose a container that is a few inches larger than the old pot.
Based in the Midwest, Shelley Frost has been writing parenting and education articles since 2007. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement.


The Ensemble seeks to connect and inform all people who are committed to ensemble music education for youth empowerment and social change.
News & Resources
On Being a Sistema-inspired Music Student
Sebastian Schemmel, 9th-grade violinist with MYCincinnati, Cincinnati, OH
“What is the hardest part of being a musician? What are the benefits? What is the most enjoyable part?” These are questions that every music student encounters, and the answers can help young musicians get the most from music and find fulfillment in what they love.
Everywhere around the world, people are learning music, especially children. However, anyone of any age can study music. The benefits are endless, and continue to come throughout one’s entire musical career. In speaking with Janet Garcia Maya, a seventh-grade violinist in the MYCincinnati Orchestra in Ohio; Maya Arroyo, an eleventh-grade violinist in the Austin Soundwaves program in Texas; and many other music students, I learned that the benefits of music study vary widely and aren’t limited only to the musical aspect of one’s life. However, to experience this impact requires perseverance and devoted study.
For many musicians, including Janet, Maya, and me, the beginning is the hardest part. Practice and perseverance are two necessities that take some time to learn and get good at. In Sistema-inspired programs, we practice with others from the very first day, which can be an added challenge. For me, the greatest challenge was having good intonation when surrounded by other violinists playing a similar note. Because of this, intonation is something I have had to practice more on my own.
However, being surrounded by other musicians can also be helpful in the early stages. You can make great friends who provide support and other opportunities for practice in addition to full orchestra and individual sessions, like sectionals and smaller group practice.
Practice is something that gets easier for music students as they gain more knowledge and understand what to look for and focus on, to practice efficiently. However, it can still be a tedious process. For me, useful strategies include breaking the music down into very simple pieces. I also use resources like the internet and recordings. According to Janet, “When I find it boring, I decide to try something new or give lessons to those who need help.” Talking to other musicians about practicing is a great way to find out about new strategies to make practice more enjoyable and efficient.
Practice in the absence of a teacher is not always a solitary activity. You can practice with your orchestra mates, friends, and siblings in smaller group settings, without an instructor to guide you. This can be a more laid-back experience and a time for sharing ideas and trying new strategies. Of course, this style of practice can certainly be distracting as well as enjoyable, and does not always prove to be efficient!
Practice can also be stressful to many if there is an audition or performance approaching. But this stress can be channeled into motivation for the rewards of the process.
Studying music can become not only a passion but also a door opener to specific opportunities. Playng an instrument and being a member of the MYCincinnati orchestra has brought me many opportunities, including chances to play at the Aspen Music Festival and School, at Carnegie Mellon University’s music conservatory, and onstage at Music Hall and Memorial Hall in Cincinnati, alongside talented musicians and under prestigious conductors. It is very satisfying to look back and see what you have accomplished, whether it’s hearing a crowd’s applause, being accepted to a school, or simply making yourself and others proud by mastering a piece.
Another reward of studying music is being a part of a musical community. Maya says that in learning an instrument, the single thing that has impacted her most is being a part of the Austin Soundwaves family.
Music brings people together and creates a connection. The connection can be between students and teachers, audience and performers, or students and peers. But these connections made in music are always special. Music can be a tool for change, a source of enjoyment, a subject to teach, and many other things. No matter what it means to you, it takes perseverance and hard work.
According to Maya: “Work hard and love it, and you’ll see the reward.”


Synopsis: Beginning with the Gospels, interpretations of the life of Jesus have flourished for nearly two millennia, yet a clear and coherent picture of Jesus as a man has remained elusive. In Rabbi Jesus, the noted biblical scholar Bruce Chilton places Jesus within the context of his times to present a fresh, historically accurate, and revolutionary examination of the man who founded Christianity.
Drawing on recent archaeological findings and new translations and interpretations of ancient texts, Chilton discusses in enlightening detail the philosophical and psychological foundations of Jesus’ ideas and beliefs. His in-depth investigation also provides evidence that contradicts long-held beliefs about Jesus and the movement he led. Chilton shows, for example, that the High Priest Caiaphas, as well as Pontius Pilate, played a central role in Jesus’ execution. It is, however, Chilton’s description of Jesus’ role as a rabbi, or "master," of Jewish oral traditions, as a teacher of the Cabala, and as a practitioner of a Galilean form of Judaism that emphasized direct communication with God that casts an entirely new light on the origins of Christianity.
Seamlessly merging history and biography, this penetrating, highly readable book uncovers truths lost to the passage of time and reveals a new Jesus for the new millennium.
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Second Language Learning in the Primary Years
This workshop was hosted at Chandler House, University College London, 2 Wakefield Street, WC1N 1PF, on Thursday 30 March 2017, 10AM – 3PM.
The purpose of the workshop was to bring together researchers and teachers, providing a unique opportunity not only for teachers to learn more about current research looking at second language learning and teaching in the primary years, but also for researchers to gain important feedback from those working in the classroom.
Learning French in the Primary School: The Role of Teaching and Teacher Factors
Professor Suzanne Graham (University of Reading)
This presentation reported on a longitudinal study across the last two years of primary education and the first year of secondary school, tracking 240 learners of French. It compared the linguistic outcomes (vocabulary and grammatical knowledge) from two different approaches to the teaching of French in England, one placing emphasis on oracy (speaking and listening), the other combining literacy (reading and writing) with attention to oracy development. It also explored the relationship between linguistic outcomes and two other key teaching/teacher factors: teaching time and teacher expertise (teacher level of French proficiency, teacher level of training in language instruction). The presentation reported key findings from the study and discussed their implications for curriculum design, policy and pedagogy in relation to early language learning.
Learning French in the Primary Classroom: The Origins of Grammar
Professor Florence Myles (University of Essex)
This talk tracked a year 3 group of children starting to learn French in the classroom as complete beginners. We explored the relationship between rote-learnt knowledge, and the eventual emergence of productive morphosyntax, which is still poorly understood.
The Development of French Sound/Spelling Links in Key Stage 2
Dr Alison Porter (University of Southampton)
Through examination of both test data and children’s written work, this talk discussed the effects of systematic and explicit French phonics instruction in two Year 5/6 classrooms.
Teaching Second Languages through Computer Games: Engagement meets Intensive Language Exposure
Dr Diana Pili-Moss (University of Lancaster)
Effective language learning in instructed contexts depends on a number of factors, ranging from the use of age-appropriate and engaging activities, learners’ subjective motivation, a balanced mix of grammar-based and communicative tasks and exposure to second language input that is sufficient both in terms of amount and intensity. Due to time and contextual constraints adequate exposure to consistent streams of input is probably the most difficult situation to achieve in the classroom. However, the use of computer language games, where increasing levels of language proficiency are required for advancement in the game provides such opportunity. This talk presented the results of research that deployed a computer board game to teach primary school children aspects of the grammar of Japanese, and discussed how the activity was received as well as what the children learnt after three days of use.
Learning Gender Classes in Italian via a Computerized Word Learning Game: A Study with 7 Year Olds
Dr Elizabeth Wonnacott (University College London), Dr Helen Brown (University of Warwick) & Miss Lydia Gunning (University of Leeds)
Many languages divide nouns into different gender classes (e.g. “masculine” and “feminine” words), and these are notoriously difficult for English speakers learning a second language. In this talk we explored whether native English speaking children picked up on gender markings when they were simply trained on vocabulary, without any explicit instruction about gender. We presented data from a study in which Year 3 children were exposed to new Italian vocabulary via a computer-based learning program. We tracked whether the children picked up the on consistent gender markers (e.g., masculine nouns go with the determiner “il” and feminine with the determiner “la”; nouns ending in -o are usually masculine, nouns ending in -a are usually feminine) in the absence of explicit instruction.
This event was sponsored by the Economic and Social Research Council (http://www.esrc.ac.uk/), and was organised by Dr Elizabeth Wonnacott and Dr Helen Brown


Kindergarten-Meet ScratchJr 1
Using ScratchJr (a programming tool on the iPad), the students learned how to create their own animations. They had to think about and plan how they wanted their animation to look and how their characters were going to act.
1st Grade-Free STEAM
We finalized our unit on Light: Observing the Sun, Moon, and Stars, so we took a break this cycle to explore STEAM related websites.
2nd Grade-Catch Up
The students had time to complete any unfinished work toward our unit about the changing Earth. As students finished, they were encouraged to practice their typing skills through online games linked on the STEAM Studio website.
3rd Grade-Story Factory
After reviewing nouns, adjectives, and verbs, the students were divided into teams. Each team was given a set of instructions that they were to follow when given a cue. The first team started the factory by delivering messages to the other teams. One team was in charge of responding to the messages with nouns, one with adjectives, and the other with verbs. As the "story factory" ran, each team was delivering and sending messages to the final team who inserted these parts of speech into a story. At the end of the program, the final team had a "Mad Libs"-like story to share with the class. Using the story factory as a model, the students were able to see how computer scientists break big problems into subproblems and ways that teamwork can support problem solving. This was the first computer science lesson in our unit "Programming Patterns."
4th Grade-Reaction Test 2
Using the Tynker app, the students followed step-by-step directions to create a game that allowed the player to test their reaction time. The students chose a background and actors that would randomly move around the screen. Each time the player tapped the character, a score would be recorded with a reaction time (fast, medium, slow) displayed at the end of the game.
5A & 5B-Introduction to Robots
To begin our new Robotics and Automation unit, the students explored different types of robots using nonfiction books. After choosing a robot, they answered a Google questionnaire and uploaded a drawing of the robot.
As we have worked through this first year of STEAM, we spent a good deal of time considering curriculum. We made the leap during our 2nd trimester to adopt Project Lead the Way. Because we began using PLTW into the school year, it just hasn't been possible to do all of the units. The limitation with this unit is the expense of robotics kits. We were able to purchase robotics kits for two 5th grade classes. Next year we will be able to stagger the use of the kits so that all of the 5th graders will have the opportunity to use them, but time is a constraint this year. I know our 5C & 5D students are disappointed that they won't be using the kits this year, but it is important to us that the students (and us as teachers) get as much experience as we can with each unit.
5C & 5D-Catch Up
We spent time this cycle working through any unfinished assignments before we begin our next unit which focuses on computer science.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


Data Shows a Growing Focus on Creativity in K–12 Education
According to a study by Adobe Education, 76 percent of Generation Z students and 75 percent of teachers wish there was a greater focus on creativity in their classes. Educational priorities have evolved, and today’s lesson plans focus more on interactive tools and less on memorization.
When comparing the perceptions of Gen Z students and Gen Z educators, the Adobe study found that both groups consider technology a defining characteristic of their generation and that both believe creativity will play a defining role in their future success. The study also indicates a demand and a need for courses that focus on digital art and creativity in the classroom — and that technology is the most fitting instrument for change.
Tech Tools Boost Creativity in the Classroom
With the right approach, technology can not only prove compatible with art education, it can enhance it. Teachers can re-create in-person field trip experiences with the virtual resources from Penn State University’s Palmer Museum of Art or travel through notable moments in art history with the Metropolitan Museum of Art’s interactive “time machine.” Still, one of the most important elements of art education is the focus on creativity. It is crucial, experts say, to empower students to express themselves and create their own works of art, whether through digital tools or traditional mediums like paint or charcoal.
“Creativity is really important for students because it gives them an outlet for expressing their ideas and putting a personal touch on their understanding of concepts,” says educator Jeff Larson in an Adobe video case study. Larson is a former animation instructor at Balboa High School in San Francisco.
Like other schools around the nation, Balboa High School has used digital tools and online resources to optimize student creativity in the classroom. Students there use Adobe Creative Cloud to create multimedia content and explore their imaginations. Roanoke, Va.’s Cave Spring Middle School is another example of successful implementation of digital art resources. In 2018, students there began using Adobe Spark to strengthen critical thinking skills and stimulate creativity in the classroom.
With the shift to hybrid and distance learning models, these digital tools have become increasingly prevalent throughout art education. Most notably, teachers have used videoconferencing software, like Zoom and Google Classroom, to supplement in-person art instruction.
To make of the most of your virtual classroom, it’s critical to make sure you have the right equipment and setup. Many smartphones and tablets offer HD cameras that are suitable in quality for art classrooms. Incorporating tripods can also help ensure better visual quality for instruction.


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Importance of Education in Life
Education brings optimistic changes in human life. It enhances the expertise, skill, and intelligence of a particular person and enables him to lead a successful life.
Youngsters or little ones start going to college to get the principal or elementary education. It is considered a human appropriate for every single kid to get the chance for education. College education lays the foundation stone for the child’s future.
Their rights to access education must not be compromised at any expense. Completing education at schools, a student may consider joining a college, or a skilled institute for greater research. He can acquire a bachelors or a master’s degree, or he can join a professional institute to obtain expertise in particular discipline.
Education makes us humble. Education creates awareness and expands our vision. We turn into more conscious about our-self, about the society, about almost everything that surrounds and affect our life. It helps us develop a disciplined life. And, discipline is vital for everything that a person wants to obtain in life.
Education enables us to earn our livelihood. Education empowers us to get a excellent job. We want income to make our living. With the advancement of science and technology, our wants have improved. Besides the fundamental wants of life such as food, shelter and clothes, we also need to have other comforts such as mobile phones, air-conditioners, vehicle, and so on. A fulfilling career guarantees a happy life.
It is a identified fact that an educated individual gets far better earning possibilities. After finishing education, we can consider starting your own organization. We can also grow to be a consultant in the location of our knowledge.
The study of computer science, software, and information technology will empower us to make a decision in the field of rapidly increasing IT and world wide web sector. We can support illiterate adults to learn the fundamental expertise of reading, writing and arithmetic.
Education is of utmost significance for eradicating the unemployment problem of our country. It is also crucial to boost the trade and commerce, and to bring prosperity to our nation. Nevertheless, apart from an improved system of common education, there is a great need to have for the development of vocational education.
In conclusion, student have to be familiar with the history, geography, religion, culture and tradition, via common education. Therefore, common education must aim at educating all students up to the secondary standard. Thereafter, depending upon the aptitude of the student, he must either opt for sophisticated academic education or join a vocational training institute for ability-primarily based education.
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