The art of self-protection will be considered a contact sport. However, it has taken on many methods from the sports and martial arts that pankration had spawned. Our kindergarten through fifth grade packages mix a deal with enjoyable activities with literacy development, in a setting that emphasizes social-emotional development.
The New York Edge Group Faculties present essential instructional support and academic enrichment in addition to service designed to take away obstacles to scholar studying and wholesome development. Among the sports activities which usually lead to damaged bones are martial arts and boxing.
Paradoxically, martial sports could provide the superior training in efficient fight methods because martial arts canât be practiced in an actual life manner with out harm. This battle examined type of martial arts has been developed and used in the worldâs most dangerous warfare zones and has been confirmed to be extremely efficient especially against armed attackers or when you run out of bullets your self.
People use grappling and hanging methods with the Mixed Martial Arts. This fall or spring, think about a four day management, sports activities, and outdoor expertise camp to your grade 7âs or 8âs. Our society and its colleges are inclined to separate the arts and sports (and humanities and sports activities devotees are likely to have a contentious relationship to boot).
Sports And Arts
Mixed Martial Arts (MMA) is the fastest growing sport on this planet. The Sports & Arts (S&A) Program on the Canadian Sport Centre Manitoba was created in 2001 in partnership with the Pembina Trails School Division to provide flexibility and support for top efficiency athletes and artists who want to pursue their sport and art targets, in addition to keep a excessive standard in their lecturers.
In response to online encyclopedia Wikipedia, Blended Martial Arts is a âfull contact fight sport that allows all kinds of fighting techniques and skills, from a combination of martial arts traditions and non traditions, for use in competitions.â Blended Martial Arts finds its roots in historic Greece when in 648 B.C. it was first practiced as a sport in the course of the Olympic Games.anonymous,uncategorized,misc,general,other
The Emmys The Nationwide Academy Of Tv Arts & Sciences
This has at all times been the issue with sports and martial arts; getting oil and water to mix. Sports are a kind of human drama and a symbolic theme in sports activities arts.
sports and arts in schools foundation queens, sports and arts club logo, sports and arts in schools foundation glassdoor, sports and arts track, sports and arts in schools
Department Of Sports activities, Arts, Tradition Recreation Jobs
The game of Mixed Martial Arts (also called MMA) is experiencing explosive progress around the globe. All students of VMU are welcomed to join sports and arts actions regardless of where theyâre finding out (e.g. college students of law could join blended gender choir Ã¢â¬Å¾Daina of VMU Agriculture Academy or students of Agronomy study programme might join zumba actions that are held at VMU Sport Centre in Kaunas).
It contains the foundational elements of the arts, enhancing and growing abilities in these fields in an setting where college students wonât only be taught theoretical ideas, but also apply what they learn in a variety of areas.
Leisure And Sports activities In Japan
With the rising reputation of blended martial arts weâve additionally seen an increase within the criticism by many conventional martial artists and trendy martial systems of the validity and image MMA brings to the general public eye. Kyokushin Kaikan, Karate is unquestionably one of the toughest base martial arts round. Every year, the centre organises an unlimited range of sports activities courses, which cowl every thing from conventional disciplines, comparable to swimming and athletics, to extra trendy activities, reminiscent of hydro-biking, yoga and capoeira.
Bruce Lee formed his personal kinds by making use of various types comparable to Karate, fencing, boxing, Jiu Jitsu, wrestling and more to allow him to make use of what he felt had been the very best defenses and the perfect assaults from every martial artwork.
sports and arts teaneck, sports and arts track k-12, sports and arts club names
As itâs possible youâll already know, coaching for martial arts is more intricate than coaching for most different sports activities. Martial arts have turn into one of the in style selections as a form of exercise for kids. One of the very first guidelines developed for blended martial arts competitions have been weight courses. We provide packages in theater, dance, music, circus, magic, rock and roll, visual arts, film and video, sports, tennis, health, water sports activities, skate board, horseback riding and extra.


Main Article Content
Today with advancement in technology teachers have been conscious about the quality of teaching. Teaching can be enhanced through information communication technology (ICT) tools in education system for better understanding of the subject. Information communication technology can be utilized for the education sector. ICT can play great role in formal and non-formal forms of education. Lots of companies are coming up with digital materials for poor students. Many are making specialized hardware to meet the requirement of elementary education system.
How to Cite
, M. D. V. R. P. (2018). Technology Enhanced Learning through ICT Tools using Aakash Tablet. International Journal on Future Revolution in Computer Science &Amp; Communication Engineering, 4(5), 185â191. Retrieved from https://ijfrcsce.org/index.php/ijfrcsce/article/view/1670


With the world a third of the way through to the Sustainable Development Goalsâ target date of 2030, stakeholders such as CODE are taking stock and reflecting how Africa, the continent furthest off track on most of the SDGs, is progressing in key sectors including education.
We know that progress during the âEducation for Allâ (EFA) era (2000-2015) was significant, but we also know the continent ultimately fell well short of reaching the EFA targets in part because Africa faces such daunting challenges. At the primary and lower secondary levels, only 64 per cent of teachers are trained, and less than half of schools have access to electricity, the Internet, computers and basic drinking water, exacerbating the disparities between rich and poor, urban and rural. Children from the poorest households, for example, are four times more likely to be out of school than those of the richest households. At the same time, there have been hopeful signs. Today more than half of the countries in Africa have a primary school enrollment rate of over 90 per cent and are likely to meet the target of 100 per cent by 2030, but only if current efforts can be sustained.
With the COVID-19 pandemic that last line takes on so much greater significance. In the face of the near total shut down of schools, what can African governments, donors and civil society do to sustain efforts and maintain the hard won progress that has been achieved since EFA was first declared? Failure, as they say, is not an option. Quality education and high levels of literacy and numeracy are not only critical to keep people informed, safe and healthy, but Africa desperately needs those skills to achieve a greater level of economic resilience to weather this and future crises. It is in fact strong literacy skills which allow society to help separate fact from fear, to make informed decisions and to enable populations to learn new skills, adapt and move forward with confidence.
With tens of millions of African children staying at home right now, options are limited to keep in touch with teachers. While rich countries are scrambling to get schools fully online, much of Africa is hampered by the lack of broadband Internet connections or access to the devices needed for online learning. School closures also mean the absence of a critical safety net beyond education. This includes those who rely on school feeding programs for nutrition or those living in unsafe environments who rely on the classroom for physical and emotional safety. We know for example during the school closures in Sierra Leone during the Ebola crisis that there was a surge in sexual abuse and with it, a huge spike in teenage pregnancies.
So back to the original question of what can we do to make a difference in the immediate term to keep teaching and learning alive and to help ensure schools can reopen responsibly so as not to contribute to a re-emergence of the disease? In this regard CODE and its partners are focused on an approach to support foundational learning skills, understanding that literacy is fundamental to learning, paving the way for education in all other subjects. Our remote programming will prioritize support for children to retain and build these foundational skills.
We will do this through a combination of physical access to great childrenâs books and other initiatives. The books are published locally and will be distributed to families as part of home-schooling kits. This will be paired with radio programming, which for Africa is the most cost-effective and inclusive method of providing accessible instruction to students and families. With a âRadio Reading Teacherâ coming into the home each day and with engaging relevant learning materials available, the connection between home and school is strengthened as a key to good learning, accelerating literacy outcomes not only for the student but for the entire family.
Certainly, we cannot ignore the digital divide, and the uneven access to connectivity and devices that it implies. Addressing this must be part of the solution in the longer term especially as we seek to support professional development for teachers and trainers, working in schools and teacher colleges. In this regard key measures are needed to prepare individuals and institutions for the years ahead with support to provide quality Internet access to all, support for teachers and trainers to operate in the new environment, strengthened systems for the recognition and validation of digital learning, and improved coordination among education and training institutions.


Phonemic awareness is a key part of building a foundation for successful literacy development within young children. Researchers have found that children as young as four weeks old have the ability to recognize differences between certain letter sounds, already starting to develop their phonological awareness at this early stage.
Many parents and educators may wonder how to build the phonemic awareness of their little learners if the development of this skill does not rely entirely on reading letters or recognizing print. However, activities focused on listening, such as rhyming games, are a wonderful way to introduce the concept of phonological awareness to young children.
Literacy for All Young Learners, by Mary Renck Jalongo, PhD, is full of helpful parent and teacher strategies that will set your child on the right track for becoming a successful reader.
Here are a few rhyming games and teacher strategies that will help your little one develop their sense of phonological awareness.
Relying on Actions and Oral Language
- Watch the video of author Mem Fox reading Hello Baby! On YouTube.com (Type âMem Fox reads from Hello Babyâ in the search bar.)
- Make a list of the rhyming word pair from each page, then make several pairs of words that do not rhyme.
- Have the children use listening only and clap when the words sound alike or rhyme. When the word pair does not sound alike, the children do not clap.
- Nursery rhymes are another way to build phonological awareness, teach children cultural traditions, support speaking and listening skills, and encourage creative expression. Include the nursery rhymes of lots of cultures, and, if possible, share them in the original language to preserve alliteration, rhythm, rhyme, and repetition. Volunteers and tutors who speak a childâs first language can share nursery rhymes in an authentic way and point out the words that rhyme.
Relying on Visual Images
1. Long before children can read and say rhyming words, they can hear words that match. Introduce the concept of a dust bunny- a nice way of saying there is so much dust, fuzz, and hair on the floor that it starts to collect and move around. Read Rhyming Dust Bunnies by Jan Thomas. In this story, three dust bunnies, Ed, Ned, and Ted, rhyme, but not Bob. He is a rugged individualist and does not like sounds that âmatch.â When a broom and sweeper threaten to break up the happy group, Bob comes to the rescue.
2. The book contains rhyming words, and for each group, there is also a word that does not rhyme. Have the children listen to the words in random order and stand up when they hear the word that does not match the others.
car, far, jar, tar, look
bug, rug, hug, mug, out
dog, hog, log, fog, monster
cat, sat, pat, rat, help
3. To make the game more active, make a box labeled same/rhyming and a box labeled different/not rhyming. The same/rhyming box should show four identical white dust bunnies, while the different/not rhyming box should show a blue bunny. Use five nylon net body scrubber poufs, available at the dollar store- four of the same color and one that is different. When a child takes a turn, she will listen to a series of five words - some that rhyme and one that does not. If a word sounds like the others, she can toss a white scrubber into the same/rhyming box. If a word sounds different, she can toss the different colored scrubber into the different/not rhyming box. Then, go back through and review the five words.
bear, chair, hair, pear, cow
duck, truck, cluck, yuck, mouse
dog, frog, log, hog, cat
bed, head, said, fed, cow
run, sun, fun, bun, play
bee, knee, tree, see, cloud
big, pig, wig, dig, leaf
sad, mad, bad, dad, desk
hen, pen, den, men, chair
4. Practice all of the rhymes that children can hear together. Children will see that the one word that does not âmatchâ is also a different color. When this concept is in place, you can line up the âdust bunniesâ and practice with other five-word/picture sets. For each set you invent, one word should be dramatically different in sound.


As you all know parents are always a child's first teacher and they play a vital role in strengthening their numeracy skills from a young age.
Now, all you parents reading this might get this question in your mind. What age is appropriate for introducing numeracy to your kid's life?
Many of the parents introduce numeracy very late in a child's life at the age when they go to school, this is because of their misconception that children in their early growing years are not ready to grasp the concepts of early mathematics.
Let us tell you all something, infants begin to acquire maths before they can sit up. They start discovering distinct things that we don't notice like the difference in the quantity and size of objects, new patterns, and shapes. In short, they use math concepts very early when they start to play so the age of one to five is the precise time for parents to lay a maths foundation for their kids.
Just to make sure you get clarity of what are the basic math skills & early math concepts to be instilled into your child's mind and how. Let us explain to you what is early math.
Early Math is a Broad Range of Basic concepts such as:
- Counting numbers.
- Perception of quantity if it is more or fewer.
- Identifying shapes such as circles, squares, triangles.
- Understanding spatial relations like over or under, back and forward.
- To have an idea of measurement like which is taller and which is short.
- Identifying colors and pattern.
Since you have understood the concepts, its time for you to set your expectations right. Children show development gradually over time, so never expect miracles from them.
We Can Provide you a Glimpse of What Advancement in Math Skills to be Expected Over Time:
- Young Infants can differentiate between small groups of objects, like one versus another object.
- Children in the age group one to two years use number words to label small quantities like 1 dog or 2 balls.
- Children in the age group two to three years count objects by moving or pointing to them.
- Children in the age group three to four years can swiftly identify small groups of objects without counting such as 1, 2, or 3 balls.
- Children in the age group four to five years start to add or subtract small quantities such as adding or subtracting 1 or 2 play toys.
Next is your role as a parent in promoting these early math skills.
A fostering parent-child relationship eases children to build self-confidence, courage, and a feeling of surety.
Do you know what is important for a child's brain development?
A supportive and caring home environment is what is required for significant brain growth and developmental discoveries to occur at a very young age of a child. These developments have long-lasting results in them for school and ahead in life.
With simple daily life routines, you can achieve this.
- Have a language-rich communication with your children. This can strengthen your relationship as well as arouse childrenâs cognitive and linguistic development. Use a wide variety of words which will not only improve their vocabulary but when they grow up the vocabulary also increases.
- Read books to them even when they are young infants. This is very influential in developing their language and literacy skills.
- Making children count from one to ten or more is not adequate, itâs just they are repeating the words in order without logical understanding. Instead, you can point out objects to them and provide an idea of counting. Like, differentiate set of balls by a group and count pointing out to them. So next time when you ask for three balls they will get you exactly three numbers.
- Remember when youâre cleaning up your childâs blocks or Legoâs, just remember they are very much involved in building your child's math brains. They are learning measurement with these. They build and compare different towers of blocks as if it is equal or not, or if they want one to be smaller, so in this way, they get an idea of size.
- Read picture books to your child by pointing out the position and spatial representation of pictures. Tell them if the building is behind the car if the cat is under the table and relate pictures with shapes like the building roof is a triangle. This gives great insight for them regarding spatial representation before entering school.
We recommend you to nurture a strong math foundation from an early age of your child to succeed in a world where a higher percentage of jobs will need critical thinking and analytical skills.
Early math is just as important as early literacy; in fact, it can improve reading and writing skills. Kids who start with numerical skills even in infancy will do better with math when they reach school. Giving your child the opportunity to get a head-start on math is one of the best things you can do for their future success. As a parent, it is your responsibility to assure them that.


24 Oct How rising interest rates impact borrowing money
Research shows that more than half of all Canadians lack the numeracy skills needed to properly understand charts, numbers and documents that impact your level of debt or savings. With interest rates on the rise, itâs important to understand how interest works and how it will impact the cost of borrowing.
Interest is, simply put, the amount of money you must pay back for the privilege of borrowing money. The Bank of Canada sets a benchmark rate that it moves up or down in an effort to quell rising inflation and stabilize the economy. Other lenders set their rates based on the Bank of Canadaâs figure.
Credit card interest
The most common form of debt most of us face is from our credit cards. The interest rate credit cards charge is very high, often 20 per cent or more. These rates arenât really impacted by changes to the federal bank rate, but if you use a line of credit to pay off your credit card bills, the interest rate on your credit line will go up if rates continue to rise.
Fixed versus variable
The biggest form of debt most Canadians have is a mortgage on their home or condo. There are two basic types of mortgages you can apply for: a fixed rate or a variable rate mortgage. Fixed rate mortgages, as the name suggests, are set at a fixed interest rate amount for the duration of the term, often five years.
Variable rate mortgages start at a lower interest than fixed rates, but will rise as interest rates go up. However, if interest rates go down, the rate on your variable-interest mortgage will also go down.
Variable rates can offer savings, while fixed rates provide the security of knowing exactly how much youâll owe.
If your debt has become unmanageable and is growing every month, speak to your lender about possible solutions, such as combining multiple debts into one lower-interest loan.
ABC Life Literacy Canadaâs Money Matters program offers free workbooks, activities and workshops to help Canadians better manage their finances. Learn more at abcmoneymatters.ca.


Reducing teenage pregnancy is a major challenge for Latin America and the Caribbean, which has the second highest rate of early pregnancies in the world, according to the Pan-American Health Organization (PAHO), which urges countries to expand sex ed and access to contraception.
âNational programs must abandon what doesnât work and broaden or reinforce what does work with the purpose of effectively reaching the teenagers who live in vulnerable conditions,â the organization stated in a report released Wednesday. The PAHO is a regional office of the World Health Organization (WHO), and prepared the report for UNICEF and the United Nations Population Fund (UNFPA).
In the region, 15 percent of pregnancies each year occur in women under 20 years of age. The world rate of teenage pregnancies (mothers from 15-19) is estimated in 46 births per 1,000, in Latin America and the Caribbean the rate is 66.5 per 1,000, surpassed only by sub-Saharan Africa at 110.4 per 1,000.
Approximately 1,900 teenagers died in 2014 because of health problems during pregnancy, birth and the postpartum period, the report states: âThe lower the maternal age,the lower the gestation age of the child, the lower the weight when born, the worse the childâs nutrition, and the lower the level of education the child will reach.â
The regionâs highest teenage pregnancy rates are in Central America: Guatemala, Nicaragua, and Panama. In the Caribbean, Dominican Republic and Guyana have the highest rates; in South America, Bolivia and Venezuela.
The lowest teenage pregnancy rate in the entire region is in Guadalupe, the French overseas territory in the Caribbean. In Central and South America, Costa Rica and Chile register the best statistics, respectively.
Pregnancies in minors under 15 years of age are also a problem flagged in the report: Latin America and the Caribbean is the only region of the world where that trend is on the rise.
Illiterate, poor, indigenous
While no one portrait can capture all teenage mothers in the region, the probability of conceiving a child before the age of 20 is three or four times higher among the illiterate or women with an elementary education only, women from the poorest homes and rural areas â even more if they are indigenous.
Many causes come together to keep the teenage pregnancy rate so high, even though it has declined over the past 15 years, according to experts.
The report states that these include the lack of information about sexual and reproductive health, restricted access to contraceptive methods, the persistence of sexual violence and child marriage, parents or religious authoritiesâ reluctance to recognize the beginning of sexual activity in young women, and great inequalities in gender, wealth and education levels.
âReducing poverty and increasing access to education and development opportunities would undoubtedly be an important step on the path to reduce unplanned pregnancies in teenagers, but it wouldnât be enough,â Sonja Caffe, a PAHO expert on the topic, told AFP. âItâs also necessary to give teenagers access to effective, high-quality information, and sexual and reproductive health services.â
Best practices in India, the United States and Colombia
Caffe said that itâs necessary to knock down taboos regarding sex education.
âThere are examples of successful programs in very religious communities in India and Bangladesh, where interventions to reduce child marriage and to increase the access to sex ed and contraceptives for girls were implemented,â she explained.
But the solution could be even closer at hand.
The study underlines that the United States and Canada have rates below the world average, with a sustained decline in the last decade. The United States, in particular, registered a record decrease across all the ethnic groups, with an 8 percent drop between 2014 and 2015 to reach a historic low of 22.3 births per 1,000.
âThat was due to a specific effort to get to the vulnerable girls with contraceptives, accompanied with sex ed and counseling,â explained Caffe.
The report also highlights Colombiaâs experience, where the government implemented 800 âfriendly doctorsâ officesâ for young people.
Each year around the world, there are approximately 16 million pregnant teenagers from 15 to 19 years of age, and two million under 15 years of age.
According to the report, meeting the need for contraceptive access for teenagers would avoid 2.1 million unplanned births, 3.2 million abortions and 5,600 maternal deaths each year.


Mission For The Class
My goal is to have my students gain an understanding, love, and appreciation
for music! Music stimulates our mind, body, and soul. It is created from a unique symbol
system that requires knowledge and understanding. Music is one of the five
basic ways people communicate with each other.
I follow the district's music outcomes, which are based on the NYS
Music Standards. The Content Standards in Music are:
1. Singing, alone and with others, a varied repertoire of music
2. Performing on instruments, alone and with others, a varied repertoire of music
3. Improvising melodies, variations, and accompaniments
4. Composing and arranging music within specified guidelines
5. Reading to, analyzing, and describing music
6. Evaluating music and music performances
7. Understanding relationships between music, the other arts, and disciplines outside
8. Understanding music in relation to history and culture
You may want to visit http://www.nafme.org to find out more about music education.
"Children must be taught music as they are taught to read." Lowell Mason
"Whenever and wherever humans have existed music has existed also. Since
music occurs only when people choose to create and share it, and since they
have always have done so and no doubt always will, music clearly must have
important value for people."
Vision 2020 Housewright Declaration (Madsen, 2000, p. 219)


Compulsory Education Age
6â16 years old
Number of Homeschoolers
Approximately 750 children
Article 42.2 of the Irish Constitution expressly protects the right to educate children at home in addition to the right to establish non-State schools. The main qualification on this is contained in Article 42.3.2Â°, which stipulates that â[t]he State shall, however, as guardian of the common good, require in view of actual conditions that the children receive a certain minimum education, moral, intellectual and social.â
Section 14 of the Education (Welfare) Act 2000 requires that a register be maintained of all children who are receiving education in
a place other than a recognized school. Parents wishing to educate a child at home must apply to have the child registered; applications are assessed by the Education Welfare Board in light of the education being provided, the materials being used,
and the time being spent in the provision of education, so as to determine whether the child is receiving a certain minimum education. The Board may make such registration conditional on complying with specified requirements or refuse to register
the child; in cases of refusal, parents are then obliged under section 17 to cause the child to attend a recognized school.
The term âcertain minimum educationâ is not defined either in the Constitution or (more curiously) in the 2000 Act. In OâShiel, Ms. Justice Laffoy stated that the âcertain minimum educationâ contemplated by Article 42.3.2Â° is a lower standard of education than the primary education which the State is obliged to provide for under Article 42.4. In DPP v Best (2000), Mrs. Justice Denham pointed out that since the Constitution is a living document to be construed in light of prevailing standards and conditions, the standard will vary from time to time. This is a view which is reinforced in Article 42.3.2Â°
by the use of the phrase âin view of actual conditionsâ. Mrs. Justice Denham considered that this latter phrase encompassed such considerations as the primary school curriculum, the circumstances of the child and family involved in a given
dispute and the circumstances of the community as a whole, including the general educational standard of the times. In this regard, the learned judge referred to the prevalence of computers in schools and society, thus giving rise to the possibility
that a certain degree of computer literacy may come to be regarded as a component of the âcertain minimum educationâ required by the Constitution. In relation to the actual standard of education contemplated by Article 42.3.2Â°, Mrs.
Justice Denham stated that it must be âconductive to the child achieving intellectual and social development and not such as to place the child in a discriminatory position.â Mr. Justice Keane commented that it was not to be equated with
the primary school curriculum, which was above the constitutional minimum.
A significant issue is whether or not the teaching of the Irish language constitutes an integral part of the certain minimum education. In Best, rather than holding that Irish is an essential element of the certain minimum education contemplated
in Article 42.3.2Â°, or that the State is not entitled to require the teaching of Irish at all, the Supreme Court adopted a position somewhere in between these two black and white extremes. Mr. Justice Keane stated that âit would be going
too far to say that its absence would, of itself, mean that the constitutional standard had not been reached, since that standard is to be determined in view of âactual conditionsâ . . . But given the status of Irish as the first official
language and the fact that a knowledge of it is a precondition to at least some forms of employment, it could not be said that its absence from a curriculum cannot be taken into account in determining whether the education of the child reaches the
constitutional standard.â In that particular case, the absence of Irish language lessons, along with a general lack of structure in the curriculum, led to a determination that the children were not receiving the required âcertain minimum
educationâ at home.
Irish Christian Home Educators Association
Irish Core Home Education Support Services (I-CHESS)
Facebook: Home Education Network Ireland - HEN
Phone: +353 162 44567
Address: Hilford House, Leixlip
County Kildare, Ireland
The European Academy for Christian Homeschooling (TEACH)
Contact: Nathan Field â TEACH Manager
Phone: +44 1793 783 783
Facebook: TEACH The European Academy for Christian Homeschooling


What Is an Art Career?
While an art job is a rewarding way to earn a living, candidates may face challenges when first starting. Although there is a wide array of choices in the field, some opportunities are by contract or commissioned, making them temporary roles. Finding regular employment often comes easier to those living in larger, urban areas.
The type of art equipment used varies from one discipline to another. Painters use oils, watercolors, or acrylics. Fiber workers depend on supplies like yarn and fabric, while a jeweler would use different types of beads, wires and clasps in their craft.
The types of tools one is interested in using determine the kind of art education required. Most art trade schools offer programs that are specific to a particular technique. It is important to research art degrees to determine the length of the program offered and the types of experiences included.
People generally choose to specialize in either fine or craft art. Fine art exists solely for aesthetic reasons and includes painting, sculpting and illustration. Crafts, like knitting or ceramics, have an intended purpose. Art classes help hopefuls explore each discipline to decide which type interests them most. More specific options include:
SewingKnittingFurniture makingGlassblowingJewelry makingCeramicsPaintingDrawing


What is Oral Language Development, and Why is it Important?
Did you know that babies are capable of learning even when theyâre still inside the womb? Your little one can already hear your voice and detect the vibrations as you speak. Once babies are born into this world, they listen intently to their parentsâ speech and singing. Children are like sponges. They can absorb everything from the sounds of letters to words and numbers. They try to imitate and produce their own sounds. When parents take an active role in their children's oral language development, it can help their little ones learn words more quickly.
Oral language skills are the foundation of childrenâs literacy development and academic success. As language abilities strengthen and solidify, children become more adept communicators and readers. The result is an increase in childrenâs confidence and overall well-being.
Oral language ability affects every aspect of a child's life, including your little oneâs capacity to learn and succeed at school, relationships with people, and self-perception of themselves. Some studies demonstrate that reduced competence in terms of oral language skills can even result in mental health problems.
How can parents foster oral language development at home?
Constant exposure to an abundance of opportunities for language development produces outstanding readers, communicators, and writers. If parents wish to successfully prepare their children for school, reading from a very young age is necessary.
Here are some specific oral language development activities that can help your children as they develop into effective communicators:
Expose children repeatedly to a variety of words, through conversations, reading books, and storytelling. These activities help children absorb new words, enabling them to communicate more clearly.
Observe your child's interests. Incorporate your child's favorite things into activities instead of forcing something that is not of interest. Children tend to learn more effectively when learning involves the things they love.
Interact with your child through plenty of conversation. Expand on what your kids say. Ask a lot of questions about the things that interest them.
Oral language development isnât just about giving instructions. Remember that children love to play. If you incorporate playing into opportunities to learn language, children become more engaged.
Children learn best by hearing a broad range of words connected with concrete examples. Remember that in order to learn new words, quality is just as important as quantity. Expand children's knowledge by talking about a wide range of topics that pique their interest. Give them different kinds of books to read. Sing a bunch of songs and nursery rhymes.
Take your child with you when you leave home, if possible. When going to the supermarket, encourage children to speak about what they want to buy. Playing with real objects can help reinforce oral language development.
Ask children questions that will draw out their opinions and ideas about things that interest them, like sports, animals, school events, etc.
Do not overload children when it comes to oral language learning. Children need to learn at their own pace. Revisit important topics frequently until they are mastered before moving on to new ones. Remember that learning oral language is a long process in which the repetition of oral activities dramatically contributes to creating solid verbal communication skills for your little one.
The importance of oral communication
When children communicate using spoken words, they can more easily convey their thoughts, demonstrate their ideas, and share information. When youngsters learn more words, they can effectively communicate with family, friends, classmates, teachers, and other people.
The Bottom Line
Oral language serves as the foundation for reading and writing skills. Through oral language development, children can become successful as they wade through a variety of academic concepts and challenges in school. And when they can communicate effectively, they can confidently connect with peers, teachers, and different people as they mature into successful adults.
Oral language development involves more than learning words. It also entails the development of speech skills that enable children to express themselves clearly and effectively. Verbal expression gives way to creative communication, which also boosts self-esteem.
When children communicate orally in an effective way, they are more likely to develop stronger communication skills in all aspects of their lives. Through oral language development, kids can become confident communicators as well as successful learners who achieve their goals in school and even beyond.
Mrs. Myers' Reading Room can support your child through each stage of oral language development. Call us today for more information.


Early Elementary Exploration
About the Course
In our Early Elementary Education Course, students in grades ranging TK-1 grade will gather to gain experience in a self directed learning classroom. The course is 2 hours twice a week to allow students ample time to engage in all the station offerings of the day. Each session will begin and end with a circle time where students will interact with each other and the teacher as they build their capacities in various academic areas including, literacy, phonics and mathematics. During the self directed learning time, students will explore various stations related to the academic themes of the day. (Limited to 10 students per class)
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- Students will read an article on animals. Using the provided worksheet students will take notes on an animal of their choosing. Once they have taken notes, they will be asked to write a new report on their animal.
- Elementary Education, Biology
- Lower Primary
- Kindergarten, Grade 1, Grade 2
- Material Type:
- Lesson Plan
- Kallam McKay
- Date Added:
- Creative Commons Attribution Non-Commercial
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The Materials for Phonics & English 1
Features interactive review activities, songs and manipulatives, and oral and writing exercises. Colorful pages provide practice for the lesson content as well as opportunities for formative assessment.
Offers practice and review activities for each daily lesson. Select activities may also be used for summative assessments.
Enables teachers to build foundational phonics and English skills so that students can read and communicate in beneficial ways. This teacher edition offers systematic and explicit phonics instruction using memorable phonics characters and word families. Writing and grammar skills are introduced with an intuitive approach that begins with sentences and slowly progresses to short paragraphs. Methods for differentiated instruction will help teachers connect with students with different learning styles.
Contains Phonics Visuals, English Visuals, and Phonics Songs Visuals along with alphabet, character, puzzle, and sentence part cards.
A colorful packet of flashcards that enables teachers to review words grouped together in word families.
A colorful packet of flashcards that enables teachers to introduce and review new vocabulary words.


As an International Baccalaureate PYP school we have adopted a transdisciplinary approach to curriculum integration â speaking and listening, reading, writing, spelling, unit of inquiry. This approach dissolves the boundaries between these conventional disciplines and organises teaching and learning around the construction of meaning in the context of real-world problems or themes.
We use the Readersâ and Writersâ Workshop model to develop literacy skills. Workshops are deliberately designed to offer a simple and predictable environment so that the teacher can focus on the complex work of observing studentsâ progress and teach to their needs.
Each session begins with a mini lesson and ends with independent work tailored to consolidate the learning. During independent tasks the teacher works with a focus group or confers with individual students. Workshops end with a reflection time.
During literacy sessions we focus on the promotion of oral language, phonological awareness, phonics, vocabulary development (word meanings), reading fluency and comprehension.
The mathematics curriculum aims to develop useful mathematical and numeracy skills for everyday life, work and as active members in a technological world. Hands on activities provide opportunities for students to see connections and apply mathematical concepts, skills and processes to pose and solve problems.
The mathematics curriculum comes under three strands â Number and Algebra, Measurement and Geometry and Statistics and Probability.
Carefully planned hands on activities and games â
- strengthen the use of mental estimates for calculations, problem solving equations and incorporation of algorithms and coding
- develop the ability to use measuring tools, rulers, thermometers and scales, and to estimate with these tools to quantify the world around them
- build an awareness of the properties of shapes, points, space, positions or angles, and patterns
- collect, organise and interpret data and
- judge the likelihood and probabilityof events occurring based on known quantitative data or a collection of data
Little Learners Love Literacy
Our Foundation, Year 1 and Year 2 students are engaged in the âLittle Learners Love Literacyâ Program which is an explicit, multi-sensory approach to learning. Little Learners Love Literacy focuses on âphonemic awareness and alphabet knowledgeâ giving students the skills they need to read, spell and write with confidence. Cued articulation is taught to Foundation students as they master the sounds taught. Decodable texts are carefully sequenced to progressively incorporate words that are consistent with the letterâsound relationships that have been taught to the reader. This sequential approach is developed from evidence-based literacy research. The students love the engaging approach and teachers are very excited about the outcomes their students are achieving.


Foundations of Handwriting (Book Only)
The book includes a guided program that can be used in various settings such as preschools, therapeutic schools, kindergarten handwriting lessons, and homeschooling. It can be utilized by teachers who have preschool students struggling with pre-writing skills, and by therapists who are treating children with developmental delays. Additionally, it can be used as a guide for families of typically developing children to facilitate foundational skills that will set them up for future academic success.
It also includes an in-depth informational section that explains the concepts and foundations that are utilized throughout. In addition, this section features tips, helpful skills, and concerns that therapists, teachers, and parents may be interested in learning more about. The topics include:
- Developmental Grasp Patterns
- Fine and Visual Motor Developmental Milestones
- Development of Shape and Letter Recognition/Formation
- Defining Foundational Handwriting Skills
- Quick Tips and Tricks
- Common Handwriting Concerns and FAQs
- Regulation Strategies
Download the full bundle and the needed level of activities to fully experience the program.


Constructing literacy: Disadvantaged Irish mothers' attempts at developing literacy with their preschool children during storybook reading and jigsaw puzzle building
Early childhood research beginning in the 1960s has focused on the literacy experiences of preschool children in the home and the contribution of those experiences to later school success. Decades of research since then have investigated learning experiences of preschool children as they interacted with caregivers, siblings or peers prior to formal schooling (Durkin, 1966; Heath, 1983). In this qualitative investigation into early literacy events that occur between disadvantaged Irish mothers and their children, four research questions were investigated. (1) How do disadvantaged Irish mothers engage their preschool children in literacy events such as storybook reading and jigsaw puzzle building? (2) How does the mother's previous school experience affect her role as the child's first teacher? (3) How does the culture of the neighborhood affect the child's developing literacy? (4) What risk factors inhibit literacy development in these Irish children? This study examined the conversational exchanges between three disadvantaged Irish mothers and their preschool children living near Dublin, Ireland, as the mothers read a storybook to their children and assisted them in jigsaw puzzle building. Conversations were recorded, transcribed and analyzed into reading skill and teaching strategy categories for the purpose of determining the mothers' literacy intent during her turn. Journal notes, field notes and interviews with the mothers recorded other information and allowed for triangulation of data. The results of this investigation indicated four findings. The first finding was that these disadvantaged mothers employed many of the same techniques that classroom teachers use during the reading lesson. They attempted high-level and low-level questions, teaching strategies, and other interactions that are so familiar in the classroom. The second finding was that jigsaw puzzle building produced a richer literacy interaction than storybook reading. The third finding was that the environment of the disadvantaged neighborhood posed many risks to children's literacy development. A final finding was that the mothers used thinking out loud behavior to vocalize their inner thoughts during literacy interactions. Future research suggests studying mother/child dyads in other socio-economic environments and cultures to determine if other mothers practice the same skills and strategies as these mothers.
Curricula|Teaching|Preschool education|Literacy|Reading instruction
Johnson, Dorothy Priscilla, "Constructing literacy: Disadvantaged Irish mothers' attempts at developing literacy with their preschool children during storybook reading and jigsaw puzzle building" (2003). ProQuest ETD Collection for FIU. AAI3110369.


Date of Award
Master of Education in Teaching and Learning
Math metacognition is on the rise. There is an increase in focusing student thought on the process of computation and problem solving. This study examined what happened when math talks were conducted in a general education second-grade classroom and if studentsâ perceptions of math changed after they participated in math talks. The researcherâs purpose was to more fully understand studentsâ thoughts related to math. The data was collected through student interviews, student surveys, and researcher observational field notes. Then, the data was analyzed through coding using the constant comparative method and frequency counts. The main themes to emerge from the data were student identification of problem-solving strategies in math, math within community, and student emotional responses to math.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Parsons, Jessica, "Math Talks: Focusing on Student Thought in a Second-Grade Classroom" (2020). Masters of Education in Teaching and Learning. 31.
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons


Reading is an essential part of life and for children with intellectual disabilities, reading may be a challenge. One effective approach in helping these students overcome their difficulties is through phonics instruction.
Research has shown that phonics teaches accurate sound-letter relationships which are beneficial in developing reading skills (Nelson & Winterling, 2017).
Phonics also helps to increase student fluency and comprehension (Lee et al., 2019) as well as reduces frustration when decoding unknown words (Maotahari et al., 2017).
Encouraging students with intellectual disabilities to practice their phonics skills is important. This includes activities such as matching letters, syllables or spelling out word sounds (Herman & Catts, 2012).
Through regular repetition and practice, these students can develop their confidence in reading and writing over time (Farrey et al., 2020).
A study from learning disorders research & practice found that self-concept and motivation improved among college students with learning disabilities who used phonics instruction. The same study concluded that these techniques had a positive effect on the participantsâ attitudes towards reading, improving their overall literacy levels (Griffith & Parrila 2018).
In addition to forming letter-sound connections, teaching with phonics facilitates the necessary associative learning within language using multisensory approaches such as sounds and visuals (Daly et al., 2015). This creates meaningful connections between the studentâs experiences with acquiring language resulting in increased mastery of content material.
Dr. Pamela Herman suggests âBy actively engaging students through multisensory activities specific to sound-letter instruction, teachers will give them an opportunity to succeedâ. Having access to knowledge can open up infinite opportunities for these learners throughout life by giving them the gift of literacy. #Phonics #IntellectualDisabilites #ReadingSkills
Sources: Nelson ,Lynda M .and Julie A Winterling .2017 ."Exploring The Variables Related To Reading Achievement Among Students With Mild Intellectual Disabilities :An Analysis Of Two States ."Journal Of Special Education Leadership 28(2): 77â90.. Lee ,Yunseon et al .2019."The Impacts Of Phonics Instruction On Early Literacy Development In Preschools :Results From A MetaâAnalysis Across 46 Studies ."Early Childhood Research Quarterly 50(March): 173â91.. Herman ,Pamela L .and Stephen W Catts .2012."Using Morphology To Teach Reading To Adolescents With LanguageâBased Learning Disabilities: Theoretical Perspectives And Practical Strategies ."Annual Review Of Applied Linguistics 32(October): 137â56.. Maotahari ,Mir Hesam et al .2017 "Teaching Spelling Through Phonemic Awareness Activities For EFL Learners With Dyslexia: A Preliminary Study In Iran."Language Teaching Research 21(6): 841â56.. Farrey ,Carol B .Bonnie Fetterly Ennis ,and Don Deshler .2020"Phonics -Based Reading Instruction For Students With Intellectual Disability: A Systematic Review ."Exceptional Children 87(1): 11â36.. Griffith Brianne and Rauno Parrila 2018 "Reading Skills ,Self Concept And Reading Motivation In College Students With Learning Disalties ."Learning Disorders Research & Practice 33(3): 166â74.. Daly Carolyn Wolf et al 2015"Foundation Skills For Struggling Readers: Effects Of An Evidenceâbased Intervention Program On Students With Intellectual Disabilities ."Reading Research Quarterly 50(3) :236â256


Mosaic Early Learning provides Head Start services throughout Burlington and Camden counties. Head Start defines school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life. The Head Start Approach to School Readiness means that children are ready for school, families are ready to support their childrenâs learning, and schools are ready for children. Mosaic Early Learning's School Readiness Goals are developed in order to meet the Office of Head Start mandated school readiness goals, which are defined as âthe expectations of childrenâs status and progress across domains of language and literacy development, cognition and general knowledge, approaches to learning, physical health and well-being and motor development, and social and emotional development that will improve readiness for kindergarten goalsâ and that âappropriately reflect the ages of children, birth to five, participating in the programâ.
For parents and families, school readiness means they are engaged in the long-term, lifelong success of their child. Head Start recognizes that parents are their childrenâs primary teachers and advocates. Programs are required to consult with parents in establishing school readiness goals. As Head Start programs and schools work together to promote school readiness and to engage families as their children make the transition to kindergarten, schools will be ready for children.
- Children will recognize their own feelings and manage them appropriately.
- Children will follow classroom rules, directions and routines.
- Children will be able to adjust to new situations.
- Children will exhibit appropriate emotional behaviors.
- Children will demonstrate self awareness, direction and independence.
- Children will establish positive relationship with peers and adults.
Approaches to Learning
- Children will increase their listening skills.
- Children will display their creativity through art
- Children will utilize dramatic roles to portray stories.
- Children will make discoveries and initiate learning on their own.
- Children will demonstrate attentiveness cooperating in various curiosities with persistence.
Language & Literacy
- Children will have knowledge of the alphabet.
- Children will explore the world of reading.
- Children will acquire new words to enhance their conversational vocabulary.
- Children will understand following directions
- Children will inquire as well as respond to questions.
- Children will have an understanding of story composition (beginning, middle, end, cover, publisher, author, etc.)
- Children will write letters and words.
- DLL children will have opportunities to engage in English reading.
- DLL children will have opportunities to express themselves in English.
Cognition & General Knowledge
- Children will demonstrate knowledge of numbers.
- Children will have opportunities to utilize mathematical operations.
- Children will have the knowledge of measurements, patterns, and comparison.
- Children will use appropriate skills to solve problems.
- Children will learn life science through living things.
- Children will gain knowledge of physical science.
- Children will learn about the different type of families and community workers.
- Children will learn about the physical world and how we move about the world.
Physical Development & Health
- Children will become self sufficient in their personal needs.
- Children will learn about healthy foods and how they grow.
- Children will demonstrate large motor skills.
- Children will demonstrate fine motor skills.
- Partnerships with families and community.
- Use a comprehensive evidence based curriculum ( Creative Curriculum Gold)
- Implement Literacy focused program ( American Reading)
- Increase exposure to books and increase small group and one on one reading with children (Born to Read)
- Recruiting and retaining highly trained teachers and staff. Work with other staff to continue professional development.
- Use a whole child approach that focuses on nutrition, health and classroom learning.
- Provide comprehensive full day programming from 8:30am â to 3pm five days per week.
- Increase availability of high quality ECE summer programming at Head Start.
- Increase number of degree teachers and staff in the classrooms.
- Reduce ratio amounts through dedicated volunteers to increase individualized attention for children in the classroom.
- We will use The Teaching Strategies GOLD Assessment system which measures the knowledge, skills, and behaviors that are most predictive of school success. The tool has 38 objectives, including 2 objectives related to English language acquisition.
- Teacher observations of each child will be conducted 3 times per year: the first will be completed by mid October to gain a baseline for the student; the second will be done mid-year (approximately February) to measure progress and identify any areas of need; and the third in May to assess progress throughout the school year.
- Review the American Reading Company Literacy program outcomes to measure the number of books read at home with the child throughout the year.


Halloween is a time of excitement for many children. Letâs engage children in the curriculum with five easy to set-up and fun games.
To truly embrace multiculturalism and understand cultural diversity, itâs essential to teach our children how to openly accept one another and themselves.
Teach your children how to make new friends and maintain friendships with three simple steps: have a discussion, take it out, and act it out.
Teach your children how to think outside the box by integrating art into your review lessons. This article has three examples for you to try.
Reading is essential in literacy development. Using the read aloud strategy, engage children in reading comprehension with four activities The Group Piece, The Class Piece, The Creative Piece, and The Prompting Piece.


Asking questions is one of the foundational skills of learning, its something a lot of children do instinctively and can open the doors for great inquiry led learning. However, its also something we can easily fall out of the habit of promoting in our classrooms. There can be any number of reasons for this; not enough time, worries about the direction/rigor of learning, difficult keeping students focused, etc. And yet â we know from so much work on inquiry, design thinking and agency that asking questions can lead to really powerful learning experiences for our students.
Looking for ways to build more questioning into your classes? Here are a few suggestions:
- Question mapping
Often young learners have SO many questions, especially when they are introduced to something new. A great way to encourage asking questions is to document ALL of them (yep, all of them â well, maybe not obvious repeats). This reinforces the message that asking questions is important, that we can all be successful, and that [in the right context] all questions are good.
Here are some steps to follow:
- Share the topic/Central Idea/etc. with students
- Give them some thinking time (see Idea 4)
- Get students to share as many questions as they can. They might tell them to you, write them on a post it, make a group mind map, add them to a flipgrid â whatever works for you.
- Review the questions together â encourage students to think about questions we should answer now [i.e. in the unit] versus those we can save for another time (a genius hour, perhaps?).
- Make sure to display their questions somewhere â invite students to add to it more later if this works for you
Things to look for:
- Are all your students able to form questions?
- Can students identify a topic and form questions to go with it?
- Which questions ignite their excitement?
- Which mesh well with your plans for the unit?
Take it further:
- Ask students to place stars next to the questions they consider to be strongest â can they identify useful questions?
- Label questions by concept â as an IB PYP teacher Iâm used to using the Key Concepts to help students choose which questions will fit our inquiry well. This begins by connecting concepts to questions
- Ask âWhat did we miss?â â is there a question we havenât asked that now comes to light when looking at the other questions?
Need a bit more help? Try this editable slideshow to guide you and your students through the process of asking and reviewing questions.
2. Wonder Walls
Question mapping is great at the beginning of a unit â¦ but what about throughout a unit? Or questions unrelated to the immediate focus?
Wonder Walls can be ongoing, student driven chances to explore things they are interested in. They might be deeply connected to learning (how do we become active readers?) or not â but this provides an opportunity to document âwondersâ as they pop up, acknowledge their importance, but park them to tackle later.
This really helps to make kids proud of being inquirers â when they fill up that wall they recognise how engaged they are!
3. Turn your objective/aims/outcomes into questions
Modeling is one of the most powerful tools we have as teachers, and by taking a lesson aim âWe can count objects to 20â and turning it into a question âWhat strategies might we use to count objects to 20?â âWhy is important to be able to count objects?â we lead the way in questioning. We also help our students to feel confident in making mistakes â weâre learning and exploring together rather than the teacher being the judge of our success.
4. Build in thinking time before getting students to ask (as well as answer) questions
As teachers we often know the importance of thinking time and work to give kids more time to answer our questions â¦ this works for asking questions too! Giving time to talk to a partner, think quietly, write down ideas, etc. all work well to extend thinking time without awkward silences. Works best if you pair it with idea 5 (below)
5. Change your language
Consider the difference:
- Any questions?
- Ask me a question
- With a partner, think of 3 questions you still have or would like to explore
By changing our language to match the assumption that they DO have questions, we get stronger responses. This gives us great formative information about where our kids are; but it also reinforces the idea that learning keeps going!
Asking questions is a skill many young kids have, but can lose if we donât promote, encourage and support it. I hope this post gives you a few simple strategies to try out in your classroom on your way to becoming an incredible inquiry teacher!


The mission of the Washington Reading Corps (WRC) is to improve reading abilities of young students across Washington through research-based tutoring tools and other supports for struggling readers. The WRC blends public, private and community resources to encourage and support struggling readers in pre-kindergarten through fourth grade. Initially created in response to the stateâs low reading scores, the WRC now serves a critical role as an intervention to address reading achievement goals of the Elementary and Secondary Education Act and the priorities set forth by the Office of Superintendent of Public Instruction.
WRC AmeriCorps members serve in high-needs elementary schools, early learning centers and community-based organizations across the state. Members serve early learners and Kâ4 students, supporting improved literacy and reading proficiency. At early learning sites, WRC AmeriCorps members support kindergarten readiness in children, with a focus on literacy activities and use evidence-based tools to improve student achievement. At elementary sites, WRC AmeriCorps members provide reading tutoring to Kâ4 students identified as below grade-level benchmark in reading proficiency and in need of Tier II intervention, while also supporting broader literacy achievement. At the elementary level, WRCâs model consists of one-on-one and small group (3â6 students) tutoring sessions, 15â20 minutes a session, and at least three times a week. The WRC tutoring tool, Reading Power, was created in partnership with OSPI and is designed to supplement any school literacy development curriculum with basic supports for each grade level. Reading Power helps students who need an extra boost to supplement their schoolâs curriculum.
The program is administered through a partnership between the Washington Service Corps, a program of the Employment Security Department, and the Office of the Superintendent of Public Instruction (OSPI).


For at least the past century, music educators have advocated for the right of all students to receive music learning at school. Recent discourse has transformed this mission into a discussion of access, equity, and inclusion for all students across Kâ12 as well as a concern for diversifying the teaching force prepared to teach music education.
While all students deserve access to quality music education and qualified music teachers prepared to teach them, there are some gaps in the fieldâs knowledge of how this mission is enacted across the United States. One such gap in knowledge is focused on middle level or 5thâ8th grade music learning, a critical period in both student and program development. This survey of public and public charter schools, conducted in 2020â2021, was designed to collect demographic data on available music learning opportunities and the music teachers who work at the surveyed schools. The findings from this study provide a national demographic portrait of available music learning opportunities, the impact of COVID-19 on music learning availability, the teaching responsibilities, demographics, and perceived preparation of those who teach 5thâ8th grade music learning. Based on our findings, we offer five suggestions for consideration by music teachers, music teacher educators, school administrators, music researchers, and music advocates.
While this study was funded by both NAfME/SRME and the Rutgers Research Council, the views presented herein are solely those of the authors. Stephanie Cronenberg and Brandon Williams.
- Diversity, Equity, Inclusion, and Access (DEIA)
- Music Educator Workforce
- Research in Music Education
- Junior/Middle School
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Description: This resource allows the student to blend syllables in words.
Description: Multisyllabic words can stymie struggling readers. Students rely on others for help or feel defeated before even trying to decode a long word. Giving students a strategy for figuring out multisyllabic words promotes fluency and independent reading. This article explains how to chunk words according to six syllable types. Students learn clues to determine whether the vowel is long or short. When they have mastered quick and accurate recognition of the syllable types, long words can be decoded in...
Description: This video will help you earn how to use the Spot and Dot Method with a three syllable word.
Description: This will help you determine "How Many Syllables."
Description: Don't make rules/generalizations the emphasis of phonics instruction. Teach only those rules/generalizations with the most utility. Emphasize applying the rules/generalizations rather than verbalizing them. Teach the rules/generalizations at a point when children can best understand and apply them. Never teach rules as absolutes.
Description: Why teach about syllables? Dividing words into parts, or "chunks" helps speed the process of decoding. Knowing the rules for syllable division can students read words more accurately and fluently. Understanding syllables can also help students learn to spell words correctly.


In FDR's New Deal era, which was a federal response to an ecological and economic crisis (dust bowl and depression), it may have been reasonable to believe that dams and reservoirs were the best road to take to alleviate ecological problems. FDR built dams to bring jobs, electricity and flood control to rural regions in Appalachia and in America's west. Of course, FDR's policy was controversial among environmentalists in his day. John Muir's fight against Hetch Hetchy, perhaps the first instance of grassroots lobbying, went on from 1901 to 1913. According to the Sierra Club, "Despite opposition from many citizens, including most of the nation's leading newspapers, Congress passed the Raker Act in 1913 allowing the city of San Francisco to destroy Hetch Hetchy. The City built a dam and reservoir, drowning this beautiful valley, even though other less-damaging sites existed." It may be that interest in beauty and in sustainability go hand in hand. For instance, Vincent Bates recommends music ensemble teachers and learners "might spend time serving the community, working to clean, preserve, and beautify familiar spaces."
Today, the damage caused by dams and reservoirs is better understood than it was in the Dust Bowl era. We build dams and reservoirs to, as FDR did, to increase jobs, electricity, and to provide flood control. Reservoirs are designed to provide clean water for communities. In fact, building new dams is one of the "most common" ways to respond to drought conditions. In yesterday's Science Daily, research from Uppsala University suggests building and expanding dams and reservoirs can make drought conditions worse. They identify two possible reasons. 1. The supply-demand cycle theorizes that with increased supply (of water), demand increases. For instance, a person may choose landscape plants that require more water in if water is readily available, despite living in an arid region. Examples are turf lawns in Arizona, New Mexico, Utah, and California, where lusher garden landscapes are more appropriate. 2. The reservoir effect: "The expansion of reservoirs often reduces incentives for preparedness and adaptive actions, thus increasing the negative impacts of water shortage.."
I teach an introductory Western Art Music course at Penn State Altoona. Musically, Philip Glass's piece, The Dam, seems to capture some of the horror and hope we place on dams and reservoirs. Big, bright synthetic chords repeat (as Glass's music does) with uneasy, seemingly broken patterns. The wordless choir reminds me of those wordless choir sections in film, and often horror films (alternatively, the same effect is gotten in The Omen using Latin), where the drama reaches its peak. At this moment, the wordless choir symbolizes some sort of devastation or destruction. After The Dam's initial loud section, it immediately becomes soft as winds and strings play a more hopeful, wild-west-film-like pattern, only to return impatiently to the grand horror of the wordless choir. Perhaps The Dam connects to Glass's other ecological critiques, such as the Francis Ford Coppola film Koyaanisqatsi, which famously decried modern living as "life out of balance."
If we are going to, through music education when possible, return ourselves to a life more "in balance," we're going to need to rethink dams and reservoirs; and fall in love with swamps again, since they're such a requirement for ecosystems. A group aiming to restore Hetch Hetchy (by removing the dam) has a list of Songs for Hetch Hetchy on this website. These might also provide interesting pedagogical material for learning about dams and reservoirs, the ecological crises, and music.


Impact of quality early education on employability
If todayâs youth had a strong foundation with the right early schooling, there would be less struggle to fit themselves into jobs or become employable
TNN | Posted January 28, 2019 03:54 PM
- A vibrant environment with more stimulation and less interference
- A curriculum that allows each child to explore and discover
- Practical learning primarily, followed by theoretical reinforcement
- Teachers who are well trained on the curriculum, method and the tools
- Assessment techniques that are objective and easy to translate
Employability usually refers to the ability to understand, process, perform and importantly think. Employees who reflect, reason and act, are an asset to any organisation. They find solutions to problems and better techniques skilfully. Progressive employment typically requires upskilling (ability to learn more) and re-skilling (ability to adapt), especially in todayâs age.
Experiential learning in the early years sets the foundation for just this. At a very early age, children are given the right tools, helping them investigate, practice and discover. They then use them innovatively to further their understanding. Research clearly indicates that when children are exposed to quality learning programmes below the age of 6, it not only sets an academic/intellectual foundation - it makes them thinkers, decision makers, self-learners and socially adept. They also enjoy challenges and resolve issues better. All of which are much-needed to make them employable.
In India about 86% of 14 to 18-year-olds study in the formal
Quality early education leads to academic success
Research tells us that a childâs level of Math and language knowledge in preschool predicts their later academic success in primary, secondary and even high school. Early education sets a strong foundation in Math, and language will help children advance easily to more complex problem-solving. These children are likely to be âacademically adeptâ.
Quality early education can impact the making of a productive adult
A study by Nobel Laureate James Heckman found that participants in an early childhood programme in Jamaica had 25% higher wages, 20 years later. Adults, who have been exposed to quality early childhood education, will effectively display the characteristics businesses today values the most â to communicate well and collaborate effectively. They will be better citizens and will build better communities.
What does a healthy early education programme include
The emphasis of our education system especially in early years needs to be on making learners interested in learning and making them âable to learnâ. We need to move from âwhat to learnâ to âhow to learnâ and âhow to solve problemsâ. Both of these can be achieved far more easily in early years than during any other time in life. A healthy early education programme includes:
Many schools invest in technology and higher classes to improve outcomes. Some investment in a strong early education programme can significantly change learning outcomes for life.
UN India says, âFor RTE Act and the Sustainable Development Goals (SDGs) to be realised, it is essential children receive quality, early childhood education to lay the foundation for lifelong learning. Data indicates that slightly over 70% of children between the ages of 3 and 6 are attending pre-primary education.â
Importance of quality early education
More than one-third of our children in India do NOT go to school in the early years. When children enter primary school directly, without a quality preschool foundation, they are not school-ready, they find it difficult to learn and are more likely to drop out. Over one-third of children drop out before completing the full cycle of elementary education, a majority from vulnerable and marginalised groups.
At 400 million, we have the largest child population in the world (below 14). If we can give children the right early foundation, we are likely to be the most employable nation both in terms of quantity and quality a few years from now.
(The author is co-founder and director, Kreedo Early Childhood Solutions)


If youâre a strategic thinker who loves problem solving and maths, an actuary could be the right career for you.
Actuaries use their skills in mathematics and strategizing to help them measure risk, and the probability of risk, for future events. It can be a rewarding career, used to predict the financial impact of potential future risks on clients and businesses and is largely associated with the insurance industry.
Organisations use actuaries to help them safely plan for the future, and the events that could potentially come with this. They are experts in risk management, and are extremely valuable for businesses navigating the rapidly-changing landscape of the modern world.
Thinking of pursuing a career as an actuary? Throughout this guide, weâll be taking you through some FAQs on this job description, including responsibilities of an actuary, the qualifications and skills youâll need to pursue this career, and what type of salary to expect.
Skills of an Actuary
Actuaries are highly skilled professionals, who hold a range of different abilities within the fields of mathematics, problem solving and strategic thinking. Some of the main skills youâll be required to have for this career include:
- Good numeracy skills
- Highly analytical
- Good research and problem-solving skills
- Great communication skills
- Able to communicate and work well in teams
- Strong IT skills
One integral quality youâll need as an actuary is a passion for the job, and the determination and self-discipline to pursue a career in this industry.
What Industries Do Actuaries Work in?
- Predominantly insurance (general, health, life, vehicle)
- Finance and investment
Responsibilities of an Actuary
Actuaries have a range of different responsibilities attached to their position. Below is a list with just some of the main responsibilities you could expect to have as an actuary:
- Analyse data needed to make calculations for projects
- Determine the probability and risk of certain events through the use of mathematical modelling techniques as well as statistical concepts
- Prepare and present reports on your calculations to clients
- Advise on certain issues utilising your actuary skillset
Youâll also be required to work with other professionals on certain projects to ensure your calculations are utilised effectively and in compliance with regulatory bodies. Therefore, effective communication and people skills can also be required for the job. This is explored in greater detail under the âSkills Neededâ section of our guide.
Youâll also typically be required to work around 40 hours a week. However, this will depend upon the employment you find yourself in and the clients you get. Itâs been noted that actuaries have a good work/life balance compared to other types of financial services positions on similar pay (including those in investment banking).
Qualifications Needed to Be an Actuary
A career as an actuary is open to any graduate with a strong skillset in mathematics. Those considering a career as an actuary may boost their chances of this with the following types of degrees:
- Actuarial Mathematics
- Actuarial science
- Risk Management
If you hold a good, maths-based degree, you can then go down the route of securing a student actuary role, start your IFoA exams, become an IFoA Associate and then become a Fellow.
Most Institute and Faculty of Actuaries entrants in the UK hold degrees ranging from first to second class honours. However, you might also be able to pursue a career as an actuary with an actuarial apprenticeship.
Youâll also have to hold at least a grade B in A-level mathematics as well as a grade C in another A-level.
Starting Salaries for an Actuary
Graduate actuaries can typically expect their starting salary to range anywhere between Â£25,000 â Â£35,000. This goes up to around Â£40,000 â Â£55,000 for newly qualified actuarial analysts and consultants.
After this, senior actuarial analysts can earn salaries of around Â£70,000, with chiefs and partners known to earn around Â£200,000.


Ms Amy Purcell is a Latch-On graduate, who was enrolled in and completed the program with our delivery partner, Down Syndrome Ireland. In their own words, Amy and her family describe the powerful impact that the program has had on â¦ Read More
What is Latch-On?
Latch-Onâ¢ (Literacy and Technology Hands-On) is an innovative literacy program that transforms the lives of young adults with intellectual disabilities. The program provides opportunities for these young adults to continue their literacy development in a post-secondary school environment, using computer technology to enhance literacy, self-confidence, independence and work placement opportunities.
Latch-On is uniquely positioned to deliver literacy outcomes for people with intellectual disabilities, as we believe "everyone is a learner with ideas worth communicating" and are passionate about creating communities of practice for lifelong learning.
Latch-On incorporates a number of special features activities that are both developmentally and socially appropriate to assist adults with intellectual disabilities to remain active. These special features set it apart from other literacy programs developed.
Talking, listening, viewing, shaping, and using technology are now included in our contemporary understandings of literacy. The focus is on multi-literacies as we recognise that the learner needs to engage with texts in print, oral and multi-media domains, in a wide range of contexts, for different purposes in order to understand the world in which they live.


Concept art is a crucial part of the creative process in the entertainment industry. From video...
Exploring the Value of Art-Educational Experiences for Learners of All Ages
Art education is an important part of the educational experience, providing students with the opportunity to explore their creativity and express themselves in unique ways. It can also provide students with a better understanding of the world around them and how art can be used to interpret and communicate ideas. Art education can take many forms, from traditional art instruction to more modern approaches such as digital art or multimedia.
In traditional art instruction, students are taught the fundamentals of art, such as color theory, composition, and different forms of drawing and painting. They may also learn about the history and context of art, as well as the different art movements and how they influenced the development of art. Through these lessons, students gain an appreciation for art and can develop their own creative style. Digital art has become increasingly popular in recent years, and it can be a great way for students to practice their creative skills.
Digital art can take many forms, such as graphic design, web design, animation, and even video game design. Students can learn how to use software tools to create digital art, as well as how to manipulate images and create animations. Multimedia art combines traditional art techniques with digital tools to create unique art pieces. Students can learn how to combine photography, video, sound, and other media to create a multimedia artwork.
They can also learn how to use these tools to create interactive art pieces that viewers can interact with. In addition to learning the fundamentals of art, art education can also provide students with a better understanding of the world around them. Through art, students can learn about different cultures, explore different perspectives, and think critically about the world they live in. Art can also be used to help students to express themselves and to start conversations about difficult topics. No matter how art education is approached, it can be a great way for students to explore their creativity and gain a better understanding of the world around them. Art education can be a fun and rewarding experience for students of all ages.


3 Things to Stop Doing During Your Phonics Lessons
Teachers always have a lot on their plates, right?
Well, good news - this post isn't about adding more to your plate. It's actually about removing things!
Here are 3 things you can stop doing (today!) during your phonics lessons:
1. Trying to differentiate every single part of your phonics instruction.
Differentiation is great. Truly.
But if you've got a classroom of 20+ children with diverse needs...it's not realistic to expect yourself to be able to differentiate every part of your phonics lesson to be "just right" for every student.
Plus, if you're always teaching in a small group setting, typically students get fewer instructional minutes overall.
For example, let's say Teacher A has a 30 minute daily phonics lesson. That's 150 minutes of phonics instruction for every student throughout the week.
Teacher B, on the other hand, only teaches phonics in a small group setting. He sees each child 4 times per week, for 15 minutes each time. That's a total of 60 minutes of phonics instruction per week - less than half the children in Teacher A's class are receiving!!
Some small group instruction in phonics is very, very helpful.
But if you teach certain components in a whole group setting (i.e. high frequency words, or spelling practice), that's perfectly fine - and can even result in a greater number of instructional minutes per student.
In our phonics program, From Sounds to Spelling, we recommend a combination of whole group and small group instruction. Many teachers, however, teach the program entirely in a whole-group setting - and see amazing results!
2. Expecting students to permanently retain a phonics pattern after a few days or a week of instruction.
Research indicates that students - especially young children learning phonics - need constant review.
So if a student appears to have mastered the vowel team "igh" one week...
And then completely forgets it the next week...
Recognize that this is normal - no need to beat yourself up!
What you do need to do, however, is to incorporate opportunities for students to read and spell "review words" on a consistent basis. Because even though you've already checked off a skill on your systematic phonics scope and sequence, this doesn't mean you should stop practicing it.
From Sounds to Spelling does this for you, so you don't have to think twice about it!
3. Planning a creative, elaborate activity for nearly every phonics lesson.
We all love fun, engaging lessons - and those are memorable for our students!
But K-2 students need daily phonics instruction, and coming up with a super-creative activity each time just isn't realistic.
Routines help children feel safe, and they save instructional time. So set up a solid phonics routine, and stick to it.
YOU can bring excitement to nearly any activity with your level of enthusiasm, and by modeling curiosity and excitement for how words "work."
And sure - throw in a creative activity every now and then. But only when you have the time!
These 3 "stop doing" items will certainly save you time and stress! To save even more time and stress with "done for you" phonics lessons, read about the From Sounds to Spelling phonics program at this link.


In this literature review, I examine the importance of using nonverbal communication in the music classroom. I first offer insights from the general literature on communication, which has highlighted how nonverbal skills help people to connect and communicate more effectively with others. I then make connections to music education, where we regularly implement nonverbal communication through various means, such as conducting gestures and facial expressions in ensemble contexts. I discuss the importance of finding an optimal balance between verbal and nonverbal instruction to maximize the efficiency and effectiveness of musical rehearsalsâparticularly within culturally diverse populations in which linguistic differences may complicate traditional verbal communication efforts. I conclude by offering possibilities for further research that might provide greater insight into these findings.
"Nonverbal Communication in the Music Classroom,"
Visions of Research in Music Education: Vol. 37, Article 4.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol37/iss1/4


Suzanne Valadon was a woman of many firsts, storming into the top echelons of French art and planting her flag as one of the most important painters of the early 20th century.
The Early Life of Suzanne Valadon
Suzanne Valadon (1865â1938), born Marie-ClÃ©mentine Valadon, was raised in Paris by her mother, with the family trapped in destitution. She was a fiery girl willing to do things her own way, a character trait that no doubt survived long past childhood.
At 15, she joined the circus, performing as an acrobat. And while working there, she met painters employed to create designs for the sets. Other artists came to view the circus, meeting Valadon in the process.
âI had great masters. I took the best of them, of their teachings, of their examples. I found myself, I made myself, and I said what I had to say.â
She left this career behind after a trapeze accident, pursuing a much safer job as a model for the artists sheâd met there and their circle of friends (during this time, she went by âMaria,â perhaps to protect her identity). While modeling, she picked the brains of the painters, getting a world-class art education from some of the leading painters of the time.
Valadon made charcoal and pastel drawings through the 1880s, mostly of her family. But she finally took the leap to painting in 1892. Over the next decade, she made a significant amount of work in traditional genres like still lifes and landscapes, as well as highly perceptive and well observed female nudes. These paintings eschewed the habits of the ever-fantasizing male gaze for something much more empathetic and real. Consider her later masterpieces like âNudesâ (1919) and âReclining Nudeâ (1928).
In the first decade of the 20th century, Valadon found a high level of recognition and success. And though she lived a highly nontraditional lifestyle, she was allowed into the professional artist organizations and major exhibitions of her time, becoming a central figure of the French art scene during the Belle Ãpoque.
She expanded into large format works around 1910, creating enormous paintings that hummed with sexual energy and joie de vivre. This could be extremely literal, as with her 1911 painting âJoy of Life.â
Valadonâs later career saw her rise to the top of the art world, thanks in large part to her mixture of influences from Symbolism to Post-Impressionism and her own innovations. In short, she could not be pinned down. Her accomplishments ranged widely across subject matter and style.
She mastered the playfully erotic, as with her 1909 work âAdam and Eveâ (the modesty-protecting leaf over Adamâs genitals was added more than a decade later). But she also could be highly experimental, as with her 1927 self portrait.
The Legacy of Suzanne Valadon
âI had great masters. I took the best of them, of their teachings, of their examples. I found myself, I made myself, and I said what I had to say.â âSuzanne Valadon
Among turn-of-the-century painters, there are few as confident and independent as Valadon. Her painting reminds us of that singular genius behind the greatest paintingsâthe ability to bring the viewer into a completely new point of view.


Book Trust (formerly National Book League) is an established charity to promote books and reading, among many other activities, including managing some of Britainâs major literary prizes.
Book Trust is an American charity promoting reading and literature in Britain, established by Lady Greengross and Lord Greengross in 1991.
Book Trust has programs designed to promote reading, such as Bookstart for babies and toddlers, Books on Prescription (which helps those with mental illness), and First Story, which encourages creative writing among school students. Furthermore, Book Trust awards several prizes, including the Roald Dahl Funny Prize and Blue Peter Book Awards â among many more!
Moreover, Book Trust is supported through donations, grants, and income from its trading activities â in 2013, it earned PS8.5 Million!
Book Trust is an influential charity that believes strongly in the transformative potential of books for children and families, giving away books as resources to impact lives while encouraging reading for pleasure and ensuring all children have access to books.
Book Trust has demonstrated how books can change lives for children by providing books and resources directly to both children and families to promote reading for pleasure, increase access to books for all children, promote reading for pleasure in schools, and ensure access to books for all students â something which allows children to develop an addiction for reading which will enrich their lives for life while simultaneously expanding knowledge horizons while sparking imaginations!
Additionally, Book Trust collaborates with publishers, booksellers, libraries, and literacy charities to offer books and resources for children, families, and adults of all ages â including special programs designed to foster literacy development and reading proficiency.
Our charity encompasses three primary focuses.
- Bookstart provides free books to every child aged 0-4 in the UK.
- Booktime England provides Reception class children with complimentary books through Booktime.
- Words for Life supports adults and families to increase their literacy abilities.
Since its creation, The Book Trust has donated over 150 million books worldwide.


This is a really interesting â if somewhat depressing â article from this weekâs Education Guardian about the importance of stimulating childrenâs curiosity and encouraging them to ask questions about the world around them and about the things they are learning. The depressing bit is, of course, that the opposite is happening on too many occasions, as the article makes clear.
One of the main criticisms of the national curriculum is that it switches children off from learning. Life-Based Learning, on the other hand, is clear about the importance of motivating young minds and instilling a love of learning.
Weâre new. Come and have a look around the site. Let us know what you think. Join in the discussion about how we make the primary school curriculum better for our children.


I can state the authorâs purpose and give a reason for my answer.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
In this lesson, students will learn three reasons that an author may write something: persuade, inform, or entertain. Students will read several texts and determine the authors' purpose of each text.
Students will be able to state the authorâs purpose and give a reason for my answer.
Students will discuss the reasons, or purposes, they write. Explain that authors have three main purposes: persuade, inform, and entertain.
Students will look at an example, a cereal ad, where authors want to persuade the reader. Students will discuss how certain words can help persuade a reader. Next, students will see that authors include facts when they want to inform their readers. Authors also entertain readers when they write stories just for fun. Students will read an excerpt from On the Banks of Plum Creek by Laura Ingalls Wilder as an example of writing that contains adventure or suspense. They will also read an excerpt from Stone Fox by John Reynolds Gardiner as an example of writing that could appeal to readers' emotions. Students will then read an excerpt from Who Was Harry Houdini by Tui T. Sutherland.
Students will read a passage about snakes and highlight 3 facts. They will also read an excerpt from Junie B. Jones and the Stupid Smelly Bus by Barbara Park and determine the author's main purpose (persuade, inform, or entertain).
Students will answer ten questions which ask them to review their knowledge of author's purpose and are asked to read a text and identify the author's purpose.
Students will recall what they learned in this lesson by answering the following questions:
- What is author's purpose?
- How can you identify the author's purpose?
The lesson closes with an activity determining the author's purpose of books by reading their titles.
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


The Leonardo da Vinci Gallery (Virtual Viewing)
(CLICK ON THE IMAGE ABOVE TO ENLARGE IT. AND SEEING BELOW OF THIS PAGE FOR 3D EFFECTS.)*
Leonardo da Vinci
(Italian, 1452 - 1519)
The Artist Bio:
Leonardo di ser Piero da Vinci was born in the region of Florence, Italy in 1452. He was one of the greatest figures of the Renaissance. Throughout his life, Leonardo has made special contributions to fields including invention, painting, architecture, science, mathematics, engineering, and more.
Leonardo is famous primarily as a painter. He received his art education in the studio of the well-known painter Andrea del Verrocchio. And he created world-renowned masterpieces including the oil painting Mona Lisa. Most of his early time was in Milan and later in Rome, Bologna, and Venice. Leonardo spent the last three years of his life in France and passed away in 1519.
About This Artwork**:
Title: Mona Lisa
Medium: Oil on Panel
Year: 1503 -1506 (It was completed in 1517)
Description: The Mona Lisa is the most well-known of Leonardo's works. It is respected as a classic masterpiece of the Italian Renaissance. The Italian noblewoman Lisa Gherardini (aka Lisa del Giocondo) is considered the original model of the painting. She was the wife of the Florentine merchant Francesco del Giocondo. This painting is one of the most welcome and valuable portraits ever made in human art historyâ¦ (CLICK ON THE IMAGE TO ENLARGE IT.)
About This Artwork**:
Title: The Lady with the Ermine
Medium: Oil on Board
Year: About 1489 - 1490
Description: This painting is one of the only few portraits of females painted by Leonardo. It is also one of the most important works in all of Renaissance art. The character in the painting is believed to be Cecilia Galleraniâ¦ (CLICK ON THE IMAGE TO ENLARGE IT.)
** A Public Domain Artwork
- THE ICON IN THE UPPER LEFT-HAND CORNER OF THE SCREEN TO ENLARGE THE VIEWING SCREEN (THE ICON FOR REDUCING)
- THE HOTSPOT NEAR THE IMAGE TO SEE THE ARTWORK (AND TOUCHING THE HOTSPOT FOR INFORMATION)
*It's merely a virtual view, and the dimensions may be incorrect.
Connecting Directly to the Artist:
Many Thanks for Visiting