October 19, 2016
2:00 pm Eastern Time
Director of Early and Elementary Education Policy
School Readiness Consulting
This session is sponsored by Nemours Bright Start!
Teachers assess their students each and every day, from observing them at play and checking in for understanding to delivering a more formal assessment. But what should they do with all that information? How should the results from informal and formal assessments inform their classroom environment, planning and lessons, conversations with families, and school-wide decision making? And, how can administrators support teachers in administering assessments? This powerful webinar by Laura Bornfreund and Lindsey Allard Agnamba will explore what it means for early childhood educators to have “assessment literacy” and help to answer the questions above.
Across all levels of learning, assessments are routinely used to both satisfy accountability concerns and to inform educators about what children know and are able to do. Growing out of a commitment to ensuring high quality education, assessments now play a major role in education policy and classroom practice. Assessment, however, can mean different things to different people. All stakeholders have a responsibility to think carefully about assessments in order to maximize their utility to inform both policy and practice. All involved adults need to have a specific set of skills and knowledge – some the same and some quite different based on roles and responsibilities.
For young children in preschool and the early elementary grades, the need for clear understanding of how to use assessments is compounded by the fact that children from birth through age 8 learn and exhibit what they know and can do differently than older children. Because growth is more rapid as well as more complex, dynamic, and variable during a child’s earliest years, it can be challenging to capture skills and abilities –particularly at a single point in time. Early educators must be exceptional observers who know a lot about how children grow and develop as well as an understanding of what research tells us about the purpose and methods of assessments with young children.
Register for this important webinar to explore “assessment literacy” and what it means for early childhood teachers and leaders.
All sessions are 1.5 hours long, and include a brief announcement from our sponsor.
2:oo PM – 3:30 PM Eastern Time.
Can’t participate in our webinars at the appointed time? Never fear! All of the webinars are recorded. To view the recording, simply register now and you will receive an email with a link to the recording when it is ready to be viewed. You can still download the certificate by watching the recording to the end when the certificate link is announced and displayed on the screen.
Only 1,000 people at one time can attend our webinars, but registration often tops 4,000. Only the first 1,000 people to click the link to attend the webinar will be able to get in. We start the webinars 30 minutes in advance of the start time. Arrive early to make sure you get in.
*Please be advised that you will only be eligible for the great door prizes if you participate in the live session.
***NEW*** You can earn .2 CEUs for each webinar. The cost is $15 paid to University of Oklahoma online when you apply. Learn more here: Continuing Education Units (CEUs) from University of Oklahoma
Session Slides: Download
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This unit describes the skills and knowledge to estimate and measure quantities, to convert units within the metric system and between metric and non-metric units, to calculate area and volume including compound shapes and to use Pythagoras' theorem. This unit applies to individuals who need numeracy skills at Australian Core Skills Framework (ACSF) level 4 to undertake a vocational training pathway or workplace tasks. This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.
Where to next?
VU takes care to ensure the accuracy of this unit information, but reserves the right to change or withdraw courses offered at any time. Please check that unit information is current with the Student Contact Centre.


The teacher training framework, introduced in September 2007, requires all teachers in the post-16 sector to possess knowledge, understanding and personal skills to at least level 2 in the minimum core for numeracy. Coverage and assessment of the core have to be embedded in all Certificate and Diploma courses leading to QTLS and ATLS status.
This book is a practical guide to numeracy for trainee teachers in the Lifelong Learning sector. It enables trainee teachers to identify and develop their own numeracy skills and also to support their students' numeracy.
Continuing professional development
Different factors affecting the acquisition and development of number skills
Barriers inhibiting the development of number skills
Principal disabilities and learning difficulties relating to numeracy
Numeracy and participation in public life
Numeracy processes: performing calculations
Numeracy processes: presenting information
A final word
Appendix 1: Glossary of acronyms
Appendix 2: Summary of The Minimum Core for Numeracy requirements


In the information age, it seems that one of the easiest ways to pick up a new skill is to download an app. And there’s an app for just about everything: language acquisition (Duolingo), online classes (Lynda or Udemy), brain training (Lumosity), even cognitive behavioral therapy (Woebot).
What sets these apps apart in terms of success is identifying how people interact with them and how they experience learning on a device as opposed to in a traditional classroom. For example, how would one learn music theory from a smartphone? According to Aviv Ben-Yehuda, creator of Big Ear Games, the answer lies in interactive gaming.
Ben-Yehuda saw an opportunity to teach basic music principles through gaming when he noticed a learning gap in his own classroom. “After 20 years of teaching, it was clear that there was a certain problem in my classes: these 18-20-year-old youngsters, who were really good musicians, still had a lot of problems feeling comfortable with improvisation,” he told musically.com. “It was clearly something to do with the way that we were teaching.”
Game-based learning in music education is a relatively new phenomenon. Evan Tobias, Assistant Professor of Music Education at Arizona State University, believes there is a tremendous opportunity to promote musical learning through gameplay.
Tobias identifies technology as a type of literacy that extends beyond static, print-based notions. In his chapter titled, “Let’s play! Learning music through video games and virtual worlds” (volume 2 of the Oxford Handbook of Musical Education), he writes, “Multiple forms of literacy take into account diverse forms of sensation, meaning, and representation. Thinking in terms of ‘literacies’ is key to realizing the full potential of video games in music programs.”
These new modalities presented an opportunity for Ben-Yehuda. At first, given the opportunity to write a book about his findings, he decided instead to develop Big Ear Games; he saw the chance for engagement by building on the technology and devices his students already owned.
In this case, Ben-Yehuda sought to teach children the building blocks for musical improvisation. In the app, an alien named Solo guides players through “musical puzzles,” where they can use sequencing to learn about notes and chord blocks while collecting instruments to both play songs and compose their own tunes. Ben-Yehuda says there are more games in the works, with varying levels of educational value.
“It’s super-important to have a balance between fun, and a very clear educational or skill-learning value,” says Ben-Yehuda. “With educational games, you often see teams that have their core very much in gaming, or in a strong educational background only. We think we have a good balance.” Currently, Big Ear Games uses in-app purchases, but Ben-Yehuda plans to move the program into subscription-based territory.
So far, Big Ear Games is picking up traction. Pianist Lang Lang’s International Music Foundation will be running a pilot program with 23,000 children in the US to test the app as part of its music-education curriculum.
While technology alone won’t develop kids into musicians, the synergy of gaming and music education certainly serves as a tool for engagement and reinforcement of basic music principles.


Ben Carson Biography Worksheet – Free Easy Science Worksheets to Download
The Ben Carson Biography Worksheet – Learn about Ben Carson’s interesting life with this fun free easy science worksheets to download. This educational biography science worksheet for kids includes a fun hidden words puzzle and a search a word game for kids. All our free easy science worksheets are free to download and free to print. The Ben Carson worksheet is ideal for Preschool kids, Kindergarten kids & Primary school kids from Grade One up to Grade Five. Kids of all ages can enjoy this words game puzzle and learn fun facts about Ben Carson.
Grammar school kids can use this easy science worksheet as a reading comprehension worksheet to develop their reading skills. Preschoolers and Kindergarten kids can enjoy the word search puzzle while learning to recognize words and letters. Preschool kids can also use this missing words game as a listening comprehension worksheet.
Teachers, Educators and Tutors can use our free to download easy science worksheets to supplement science lessons as well as for after school activities and child enrichment programs. Parents can use our free to download worksheets to spend quality time with their kids teaching them interesting facts about Ben Carson the great Neurosurgeon.
Who is Ben Carson? Dr. Ben Carson is a famous pediatric neurosurgeon. He orchestrated an amazing life saving operation to separate the joined brain of two Siamese twins. Has Dr. Carson done other things besides operations? How did Dr. Ben Carson start his career as a neurosurgeon? Teach your kids about Ben Carson and inspire them to become great neurosurgeons too!
Learn more fun facts about Ben Carson by downloading the Ben Carson biography worksheet!
FREE Ben Carson Biography Worksheet for Kids
[sociallocker]Download easy science worksheet about Ben Carson
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In one of the largest ICT in Education projects of the country, the Gujarat Government deploys computer labs in 15,493 primary and upper primary government schools in the state—an initiative that is likely to benefit millions of children every year.
The Gujarat Council of Elementary Education, Government of Gujarat under the Sarva Shiksha Abhiyan sought to implement ICT labs in 15,493 government schools spread across the state of Gujarat. The aim was two-fold:
- To equip the young generation of the province with computing skills and provide them access to a wide variety of modern educational resources such as multimedia based educational content. The goal was to equip them with the skills and knowledge required to set a strong foundation at an early stage of their education so that they are well-prepared for higher education and their future
- To reduce student drop out ratio by making the process of teaching and learning engaging for students. The program aims to improve school attendance by building the interest of students in school studies.
The Department of Education of the Gujarat Government decided to establish cost and energy efficient computer labs in its 15,493 state-run schools, many of these are located in the rural and remote areas. The government selected NComputing’s virtual desktop solution, mainly because NComputing has successfully implemented similar ICT labs in other states in the country like Andhra Pradesh, Punjab, Bihar, Assam, Uttar Pradesh, Rajasthan and Haryana. In a brief time frame, 77,465 NComputing virtual desktops were deployed in 15,493 government schools spread across the state.
NComputing deployed X-series for vSpace, an end-to-end desktop virtualization solution comprising X-series thin client access devices and vSpace desktop and application virtualization software. The solution requires 75 percent less maintenance and saves up to 90 percent energy by using 1 watt of electricity as compared to the traditional PC that consumes 120-150 watts—an important advantage for schools located in areas that face acute power shortage. The devices last for 3 to 4 refresh cycles (11-12 years) and generate merely an ounce of eWaste.
If implemented with traditional PCs, the project would have required a major initial investment, not counting ongoing costs in support, maintenance and power supply. School children use just a fraction of an average PC’s computing capacity. Setting up individual PCs for each student would be a waste of capacity – and money. NComputing applies desktop virtualisation technology to split a computer or server’s computing power into multiple workstations – allowing schools to enable computing access for more students economically.
Teamwork that worked wonders!
The Computer-Aided Learning (CAL) project of the Gujarat Government is one of the largest ICT in Education project in the country. Hence, the government of Gujarat opted for a transparent tender bidding process to select the best technologies and implementers to complete this vast project. Following a strict selection process, the Gujarat government roped in leading education applications and software providers, along with NComputing to deploy 77,465 NComputing X550 virtual desktops, and eLearning applications and education software.
The implementation was based on an innovative outsourcing model called Build, Operate, Own and Transfer (BOOT), which required outsourcers to install, staff and manage the labs for a five-year term. Such an arrangement helps ensure that the labs are installed quickly and in line with strict performance benchmarks. This model helped complete this massive deployment in the government schools of Gujarat in the most seamless manner.
Transformation powered by NComputing
With NComputing’s deployment in Gujarat, the government school students are using NComputing virtual desktops for accessing computer based content and applications for eLearning. These new labs in the government schools of Gujarat have opened up new avenues for the youth of Gujarat. Some of the key benefits of this deployment have been:
- Access to modern education for students in Gujarat government schools
- The Gujarat Government has saved 25% on hardware acquisition cost by adopting NComputing. Each NComputing virtual desktop/workstation comprises a monitor, mouse, keyboard and an NComputing access device connected to the host PC. In each lab, 5 workstations are being run using 1 PC, using NComputing’s vSpace virtualisation technology, which enables this sharing of the computing power.
- There are ongoing power savings too as each NComputing workstation merely consumes only 1 watt of electricity as compared to 110 or more watts of electricity consumed by a typical PC.
- The most significant benefit of this deployment has been in the form of reduction in the student drop out ratio. Access to modern tools of education has enhanced and enriched the teaching and learning process for teachers and students in these schools. This is helping in improving student retention and motivation.


Thảo luận trong 'CLB NGOẠI NGỮ' bắt đầu bởi tandai, 06/05/2009.
Let's talk and ask together about idioms and word use in English.
the very heart of
What does it mean the idiom "the very heart of"? I've found it in an education article, and failed to find it's clear definition in the dictionaries. Many thanks.
“The very heart of” means something (mostly the place) which is very close to the center of somewhere. For example:
Hoan Kiem Lake is the heart of Hanoi, and Trang Tien Palza is in the very heart of Hanoi (because TT plaza is very close to Hoan Kiem Lake).
Sometimes, it does not refer to a place. For example:
Your English sounds in the very heart of English (You speak English very naturally, like a native).
I guessed like this, but was not sured before your answer.
In fact, I'd always thought that "very" was only an adverb (usually used with adjectives such as "very good", "very beautiful") and so did not see the definition of this word ("very") in the dictionary. Now, upon your explanation and examples, I've found a definition like this:
Adjective used with nouns to give emphasis or exaggerated intensity.
Another question, about "constituencies", in this phrase:
"Some portion of the financial squeeze is attributable to competing claims on state revenues by other high-profile constituencies, such as elementary and secondary education and health care." (in an article about state-university financial and autonomy relations)
I've found some definitions such as:
The body of voters or the residents of a district represented by an elected legislator or official
A group served by an organization or institution; a clientele.
However, "elementary education", "secondary education" and "health care" seem to be (at least for me ) neither "voters" nor "clientele". What should its meaning be in Vietnamese?
Do more with less
Yet another question :
How should we translate the idiom "do more with less" in Vietnamese?
Dãn cách tên bằng dấu phẩy(,).


Be captivated enjoying the best special and extremely easy to comprehend Science Pictures science facts for kids video:
Science Pictures Video Contents
This is a slideshow about top 10 pictures about different aspects of science. With this video, you will be able to see some great science pictures. You will see a close up picture of a peppercorn and a grain of salt, a picture of a tiny shrimp entering the mouth of a fish to clean its teeth, a clinical skills tutor holding a pile of prosthetic arms, a picture that represents Panspermia, and an experiment that shows films of supersaturated solutions that has crystallization caused by a disturbance. The pictures in this video are each given a description of what is being shown and proper credits are given for each picture.
This is a useful Science Pictures facts for kids video and easily improve your fascination about Science Pictures.
This Science Pictures video is suggested for your children, from those engaged in early learning programs for Kindergarten kids, till grade school, clearly also preschool children and children schooled in your home.
Go ahead discover our available free of charge educational videos for kids, one-by-one chosen by our in-house editorial staff. These videos are a very big library of science for kids videos here on our science kids website. Find numerous more compelling as well as educational nonetheless fun easy facts on our children’s science enrichment website about this and other topics, and let your children enjoy doing our lots of FREE OF COST activity sheets, quizzes and free educational games for kids.
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This tutorial explains the importance of pairing sensory activities and communication skills for more effective learning for children with visual and multiple disabilities. It also covers strategies to infuse these sensory experiences directly with communication and literacy development as well as discuss ideas for effective team implementation. Sensory activities are commonly used to help children with visual and multiple disabilities to use all of their available senses to process environmental information and develop compensatory skills. Sensory activities can also be used to strengthen skill building in other critical areas, such as communication and literacy.
Participants will earn 1.5 Professional Development Points, ACVREP, CTLE, or Continuing Education credits by completing an online quiz. By registering for Professional Development Points, ACVREP, CTLE, or Continuing Education credits, you will be provided with a self-paced tutorial using video clips and other resources related to this topic, as well as an online test to assess your knowledge.
This is a web-based, self-guided professional development activity for TVIs, VRTs, O&Ms, Parents, Teachers of the Deafblind or Severely Impaired, and Rehabilitation Specialists.
All sales on self-paced courses are final!


This article examines the use of Authentic Intellectual Work (AIW) as a teaching framework in the geography classroom. Authentic Intellectual Work focuses on 1) construction of knowledge, 2) disciplined inquiry, and 3) value beyond school as criteria to inform and drive classroom instruction. This article highlights the applicability of AIW to current geography reform efforts and enacted inquiry pedagogy. Sample teaching ideas are provided.
Chandler, Prentice Ph.D. and Munch, Danielle
"Strengthening Geography Pedagogy with Authentic Intellectual Work,"
The Councilor: A Journal of the Social Studies: Vol. 77
, Article 5.
Available at: https://thekeep.eiu.edu/the_councilor/vol77/iss2/5
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Geography Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons


Why do you do anything the way you do? If your answer to this question is “because I’ve always done it that way,” or “because it works,” then you may be missing out on much greater success. Being a New Englander all my life, I have been very happy with the mantra, “If ain’t broke, don’t fix it” for as long as I can remember. Honestly, this is good advice in many cases. Making change just for the sake of making change can be foolish, and leave you worse off than you were before. On the other hand, always following that advice will prevent you from ever finding a better way.
Without question, the best teachers are the ones who are the best learners. Great teachers never stop learning, never stop seeking out better ways of teaching their content in general and to specific students. Great teachers use textbooks and methods books as a starting point, not as a thirty-year plan. One area in which we music teachers often get too set in our ways is in how we teach music reading, or even in how we define music reading. Last year, I decided to try something new because I wasn’t satisfied with the results I was getting doing it the way I had always done it. In this case, the use of solfege syllables was involved. I have shared elsewhere on this blog my initiative with fixed do and the successful results I obtained with it.
Another area ripe for change is the way band students are started in most method books. Why do beginners have to try and sustain whole notes before they play half notes or quarter notes, which are much easier? Why do all beginning trumpet students have to start on concert B-flat, when for some students, starting on concert F is easier? Why not introduce the pitches of concert E before concert E-flat, or the pitches of concert B before concert B-flat? I wondered that one year, and had all my students learn concert B and E first, and then give them songs to play in F and C major. The result was fascinating. After being introduced to concert E-flat and B-flat later, they had more trouble playing in concert Bb major than in either concert F or C major. We simply have an easier time doing what is more familiar. There is nothing inherently more difficult about playing concert C major than concert Bb major. Even concert G and D are easily learned if taught early on. Piano students do it all the time, why not band students? We only think saxophone students will struggle with five sharps, because that’s what we were taught. But it’s not harder; it’s just different.
There are advantages to this different approach. If you transition your students from recorder to beginning band, they are probably already familiar with playing in concert F, C, G, and D so they are starting out on more familiar territory, and can more easily audiate between recorder and their new band instrument. Another advantage is that these are string-friendly keys, so adding wind players to your string orchestra is much easier; you can avoid asking string players to play in flat keys that are unnecessarily difficult for them, or you can avoid asking wind players to play in difficult sharp keys, because having been playing in these keys from the start, they are not difficult.
You see the vista of possibilities that open before us when we become curious enough to seek out a better way. Are there disadvantages to starting band students in sharp keys? Yes, but they’re all hardships on us, not our students. We have to publish new music for our students to read, because nobody is publishing band methods in sharp keys. But with notation software like Sibelius and Finale, which allow us to scan and then transpose music, the task of publishing new music is not the time consuming hassle it once was. Also, hasn’t ever bothered you that while your students are required to learn scales and arpeggios through four sharps and flats for festivals, nearly every single piece we give our bands to play is in one of two keys? What kind of rigorous, thorough music education is that? I’d love to see this catch on to the point where there is enough demand for band music in sharp keys that publishers start publishing concert music and methods in those keys. When you think about it, maybe it’s been broken all along, and we’re just now realizing we have an opportunity to fix it.


For the previous ten years, public faculties have had bother funding faculty applications resembling artwork class and music class. Dance and theatre packages are examples, as nicely, of applying expertise as their students learn. People wishing to further their career in art education can even focus their inquiry within the space of staff growth in the arts and on nationwide and regional tips for arts schooling.
Political agendas, resembling, “No child left behind” are meaningless and worthless to students and teachers, as a result of they’re not concerned, as they so hypocritically claim, with the success of the individual learner. The instructing methodology needs to be adopted on the idea of sure criteria like the knowledge of the students, the atmosphere, and the set of studying goals determined within the tutorial curriculum.
These three research conjured that art training was crucial in reaching the next training for our students. We, as a nation, have evidently turn out to be so low-brow, or unsophisticated, that we can not see the necessity for Art education in our colleges.
This concluded that studying by way of the humanities did improve the scores on different core curriculum topics equivalent to math and science where spatial reasoning is most used (Swan-Hudkins, 2003). Harvard Undertaking Researchers Winner and Hetland remarks, Â“One of the best hope for the humanities in our college is to justify them by what they will do that other subjects canÂ’t do as nicelyÂ” (Swan-Hudkins, 2003, p. 18).
The academics cater to the particular needs of the students like modification in the regular educating program, use of supplementary aids that allows college students to participate in the studying course of. Several years in the past, a couple of HGSE Arts in Schooling program alumni, lamenting the separation from classmates and different like-minded arts educators, initiated an alumni-networking group known as Continuing the Conversation (CtC).


English as an Additional Language
What is EAL?
EAL stands for "English as an Additional Language".
Many pupils in our school have their own native language and learn English as a second language at school. Children with English as an Additional Language may participate in an additional language support program which is based on the Primary School Curriculum, to improve their English.
Objective of the Language Support Programme
‘The principal objective of the language support programme is to integrate the pupil as quickly as possible into all mainstream learning and activities of the school’.
Up and Away p. 20
Role of the Language Support Teacher
- To promote the pupil’s development of English language proficiency in order that he/she can gradually gain access to the curriculum.
- To deliver a language programme which is based on the primary curriculum to prepare and support the child in :
- (Up and Away p. 5)
Curriculum Framework for Language Support
The curriculum framework for language support is based entirely on the language needs of the primary
curriculum. These are specified as the English Language Proficiency Benchmarks for non-English speaking pupils at primary level.
They consist of thirteen units of work which represent the strands of the primary curriculum.
2. Our school
3. Food and clothes
4. Colours, shapes and opposites
5. People who help us
7. Transport and travel
8. Seasons, holidays and festivals
9. The local and wider community
11. People and places in other areas
12. Animals and plants
13. Caring for my locality
For more information on the Language Support Programme please refer to the following links
My First English Book


This paper explores reading instruction for young learners of English as an Additional Language (EAL) in the context of England’s National Literacy Strategy for primary education. We first sketch out definitions of literacy, as a basis for our later argument that ‘literacy’ in England’s primary education policy has rested on a deficit skills model of reading and spelling, and one which does not serve EAL pupils well. Our foundational discussion of reading instruction consists of a review of research into the effectiveness of three approaches to reading (‘whole language’, ‘analytic phonics’, and ‘synthetic phonics’). A sample of research into the effectiveness of synthetic phonics is selected for critical review. This indicates that synthetic phonics instruction is effective in terms of individual word identification and word reading; however, the benefits for reading comprehension are not found to be statistically significant. This is a noteworthy finding, we contend, in view of the fact that England’s primary literacy strategy rests on a mis-reading of this research.


PH may fail to reduce poverty by half in 3 yrs
MANILA, Philippines - Due to a number of recent economic shocks, including fuel and rice crises, a senior research felllow at state-owned think tank Philippine Institute for Development Studies (PIDS) said it may be difficult to bring down the country's poverty rate to 16.6% by 2015.
The goal to reduce poverty by half is part of the first Millennium Development Goal (MDG). Based on 1991 data, which was the baseline used for the MDGs, the country's poverty rate was at 33.1% about 21 years ago.
"Maybe the reason why it would be difficult to attain the 2015 target is because there were so many shocks," Reyes said at the sidelines of the press conference of the 10th Development Policy Research Month on Monday, September 3.
"The poor consists of the chronic or consistently poor all throughout the period, and transient poor who are previously non-poor but become poor because of shocks,"
Some of the recent shocks were the rice and fuel crisis in 2008 which saw inflation hitting a rate of 12.5% in August and the 2009 global economic crisis which caused many to lose jobs.
Reyes said these resulted in an increase in the ranks of the poor, particularly the transient poor. This was already reflected in the 2009 Poverty data released by the National Statistical Coordination Board (NSCB).
In 2009, the country's poverty incidence increased to 26.5%. This was a 0.1 percentage point increase from the 26.4% recorded in 2006. Currently, poverty data is released every 3 years.
"Because of the shocks and the frequency and intensity of the shocks, we are likely to have significant numbers of transient poor. Unless we have very good safety nets or programs to mitigate, it would be very difficult to reduce the ranks of the poor," Reyes said.
Why do people become poor?
PIDS President Josef Yap explained that the factors that make Filipinos poor include low educational attainments and large family sizes.
Yap explained that Filipinos with no grade completed have a higher poverty incidence than those who have elementary education. The same is true for those with elementary education would also have a higher poverty incidence compared to those with secondary education.
He added that the number of members in a family also affects poverty incidence. Yap said the higher the number of family members, the higher the poverty incidence.
Yap further said that if, for example, a family has 4 members, the poverty incidence of the family is only around 14% while a family with 9 members may have a poverty incidence of 60%.
"The higher the family size, the higher the poverty rate. So compare a family whose size is 4, the poverty incidence is 14%, 9 is 60%. [This means] that the larger the family size, the larger the chances that you are poor," Yap said.
"Shouldn't this be enough evidence to support the RH (Reproductive Health) bill?" he added. - Rappler.com


Written by national leader in early childhood music education John Feierabend, this creatively illustrated book contains everything you need to lead a music class for preschool and early elementary students. The teaching materials include echo songs, call-and-response songs, simple songs, song tales, action songs, circle games, beat motion activities and more. The repertoire is based on folk or traditional songs and rhymes because of their natural melodic expressiveness, language flow, and wonder. Complete lesson plans are included for a 3-year curriculum. The book is fully coordinated with high-quality recordings that contain all the rhymes and music from this book - perfect for parents to play at home or in the car.
Suggestions on setting up a class, preparing parents, record keeping, expanding your music program, and planning ahead are provided, along with a classical music component - perfect for movement exploration.
Also included in this package are the correlating CDs: Had a Little Rooster CD (first-year lessons), There's a Hole in the Bucket CD (second-year lessons), Old Joe Clark CD (third-year lessons) and Keeping the Beat with the Classics CD. The Move It DVD also correlates with this curriculum but is purchased separately.
The Musical Workout
Pitch Exploration (Vocal Warm-ups)
Echo Songs and Call-and-Response Songs
Movement Exploration (developing expressive sensitivity through creative movement)
Creative movement with and without classical music accompaniment
Movement for Form and Expression (singing/speaking and moving with formal structure and expression) -
Non-Locomotor (fingerplays, action songs, circle games, with recorded music) -
Locomotor (circle games, with recorded music)
Beat Motion Activities (developing competencies in maintaining the beat in groups of 2 and 3) -
Child-Initiated Songs and Rhymes - non-locomotor and locomotor
Teacher-Initiated Beat Motions - non-locomotor and locomotor
Planning Lessons (templates)
Sample Lessons (3 years, 2 semesters each year, 12 sessions each semester)


Plato once said:
‘’Lack of activity destroys the good condition of every human being, while movement and methodical physical exercise save it and preserve it’’.
And this is never truer than as we get older.
The World Health Organisation suggest that older adults should participate in at least 150 minutes of moderate-intensity aerobic exercise throughout the week, muscle strengthening exercise 2 days a week and mobility and motor skills training 3 days a week. Following these guidelines will help to improve cardiovascular and muscular fitness, functional health, bone density and reduce cognitive decline.
As you can see, there are many benefits that regular exercise can offer. In an effort to encourage you to start exercising, or continuing to do so, here are our top 5 benefits of exercise for older adults.
With risk factors such as high blood pressure, high blood glucose levels, obesity and heart disease it is no wonder exercise is considered to be medicine for older adults (Taylor, 2013). In fact, exercise and physical activity is considered to be the most important intervention to improve health and wellbeing (Paterson et al., 2010).
Improved Mental Health
You may have heard the term ‘runners high’. Well that is the body releasing ‘feel-good’ hormones in response to exercise. This release of endorphins, which can act as stress relievers and leave us feeling happy, relaxed and satisfied, is one of the major benefits of regular exercise and physical activity. A daily dose of exercise can have a profound impact on a person’s mental wellbeing. We recommend finding something you enjoy that can fit into your weekly routine.
Decreased Risk of Falls
The World Health Organisation report that approximately 28-35% of older adults fall each year. To help prevent this from happening, it is recommended to start strengthening the lower limb musculature and to incorporate balance exercise into your weekly routine (Taylor, 2013). This can be done via a structured exercise routine that helps strengthen the muscles of the lower body and incorporates motor skill development to help improve balance and coordination.
Exercise doesn’t need to be mundane and dull. If the gym isn’t your cup of tea, join a walking group or head to a zumba class. Find something in your local community that appeals to you and get involved. Exercising with others is a great way to meet new people and have fun whilst moving your body.
Improved Cognitive Function
It is has been reported that regular exercise participation leads to improved memory and cognitive function (Fern, 2009), with moderate intensity exercise reducing cognitive decline and impairment (Taylor, 2013). On days that you really don’t feel like going to the gym or participating in an exercise class, get outside for some fresh air and take a walk amongst nature. We promise you will feel better for it.
Regardless of your age or fitness levels, we hope this encourages you to start (or continue) exercising. It is never too late.
If you have any questions, or need help or guidance with your exercise routine, contact us at the studio to speak to one of our experienced personal trainers.
Fern. A. K. (2009) ‘’Benefits of physical activity for older adults’’.
Paterson. D. and Warburton. D. (2009)‘’Physical activity and functional limitations in older adults’’.
Taylor. D. (2013) ‘’Physical activity is medicine for older adults’’.
World Health Organisation


Charles Darwin was a geologist and naturalist, born in Shrewsbury, England on February 12, 1809. He explained all the biological changes by introducing a theory of evolution. He gave the idea that all the species of life have evolved from common ancestors.
Fast facts: –
- His complete name was Charles Robert Darwin.
- Darwin visited ecologically diverse areas such as Australia, Chile, and Brazil etc. during his five year long voyage on the HMS Beagle.
- Darwin shared his birthday with US president Abraham Lincoln.
- He suffered from chronic illness.
- In 1859, he wrote a book ‘On the Origin of Species’ publishing his theory of evolution.
- He is often called as ‘Father of Evolution’.
- He married his first cousin Emma Wedgewood. The couple had 10 children but 3 of them sadly died. Two as infants and one aged of 10.
- Darwin dropped out of medical school.
- At Cambridge University, he joined a weekly group called ‘Gourmet Club’. Motive of this group was to find and eat strange meat. He once ate an owl.
- Captain FitzRoy named the highest peak in Tierra del Fuego, Mount Darwin.
- He was an obsessive enthusiast of backgammon.
- Darwin was an abolitionist.
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Cost of Failure to Teach Reading Untreated Dyslexia is a Symptom of a Broader Misunderstanding About How to Teach Reading
The Mathew Effect or Effect of Accumulated Advantage
In the early 1950s, Rudolf Flesche offered to tutor a boy who'd been held back in sixth grade because he could not read. Flesch was horrified to discover that, at age twelve, Johnny could not even decipher a simple word like kid. The problem, Flesch realized, was that no one had taught him how to sound words out, or "decode." Once Flesch introduced Johnny to the rules of phonics, he was off and running. Flesch wrote a bestseller called Why Johnny Can’t Read, in which he blasted the American education system for failing to teach phonics. Students were expected to learn to read by memorizing words, using simple books like Dick-and-Jane readers. Confronted with words they had not memorized—like kid--they would hit a wall (Natalie Wexler, Forbes 2018). Incredibly, in 2019, many of our teachers are still not receiving training to teach explicit, systematic and multisensory reading skills. No wonder students with dyslexia are not being taught how to read - many regular students are not being taught how to read either! Legislation that protects teachers (and our students) from ineffective pedagogy is woefully needed. The foundational skills that are critical for developing and strengthening decoding and encoding skills are completely ignored (in the majority of cases). New York needs legislation that protects teachers (and our students) from ineffective pedagogy. The foundational skills critical for developing and strengthening decoding and encoding are ignored or lost in the majority of cases. Furthermore, knowledge is power: strong background knowledge evens the playing field for students and aids reading comprehension. When students study an exciting area of science, history or social studies profoundly and throughly - students that are disabled or from a range of socio-economic backgrounds all benefit. It is often the students that are usually marginalized (in skill-centered classrooms) that make the most interesting inferences. When curriculums focus on word recognition from Pre K to grade 3 combined with a strong knowledge-based curriculum the "Mathew Effect" becomes much less pronounced and literacy levels increase. If exams were centered on knowledge - instead of skills, imagine how interesting school would be.
The scores are based on the National Assessment of Educational Progress (NAEP), the reading assessment measures students' reading comprehension by asking them to read selected grade-appropriate materials and to answer questions based on what they have read. The assessment measures comprehension of literary and informational texts.
It has been well-documented reading proficiency in 3rd grade is a critical indicator of a student's educational success. In 3rd grade, the focus changes from learning-to-read to reading to learn; if a student is not proficient, they cannot keep absorb background information from grade-level books or keep up academically.
Our organization contacted schools that scored 90% and above (see chart below based on NAEP reading levels) to identify the reading program or approach implemented at the schools. Without exception (economically disadvantaged or not) ALL OF THEM use an explicit structured literacy approach or program from kindergarten through to third grade. They teach phonics, phonemic awareness, and orthographic processing, etc. (see the science of reading). The red dots are Charter Schools, and the majority of those in New York are Success Academy Charter Schools. The phonics program is excellent, it includes students modeling phonemes to a partner and scoring for accuracy; what a great way to improve phonemic awareness! However, there is no information on programs or approaches for students with dyslexia. They said they use the same program, but it is hard to beleive - as it is not intensive or explicit enough.
The National Assessment of Educational Progress (NAEP) reading assessment is given every two years to students at grades 4 and 8, and approximately every four years at grade 12. The assessment measures reading comprehension by asking students to read selected grade-appropriate materials and answer questions based on what they have read. The results present a broad view of students’ reading knowledge, skills, and performance over time. The most recent assessment was given in 2019 to approximately 150,600 students in grade 4 and 143,100 students in grade 8.


Using a number of the day activity can provide your students with number sense practice on a daily basis.
Give students a daily dose of place value practice with these free number sense pages!
These are another free resource from The Curriculum Corner.
Use these printables to create an easy morning or math center.
We have made this one easy to differentiate!
There are three forms to choose the one that is just right for your students.
Some options for using these daily number activities include:
- Morning entry task – students can complete as they enter the room each day
- Math center – this could be a daily or weekly math center
- Small group practice – for students who need guidance, a number of the day activity might be a part of your instruction in small groups
You know your students best! Number of the day activities can provide meaningful number sense practice for your students who need it. As students master skills, we like to phase out how often students complete this activity.
For some students, this type of activity might become busy work. This is always when we work to find something new that will fit their needs!
You might choose to give students a number or let students use the number cards we created.
You can download the Number Cards here:
Number Cards – these cards are in color and ready to be printed and laminated.
Choose a card to place at the center or let students pick a card from a basket. Each set is in a different color for easy sorting.
You can download the Number of the Day Recording Sheets here:
Beginning # of the Day (for numbers 1 – 10) Foundational skills – perfect for preschool and kindergarten
1st grade # of the Day (for numbers 11 – 99)
2nd grade # of the Day (for 100 up)
3rd grade # of the Day (for 1,000 up)
Looking for more number sense building activities? Start with our unit of study:
You might also be interested in our set for upper grades:
Number of the Day for 456
Looking for professional reading to help you as a teacher? You might like: (contains affiliate link)


In a time when technology and robots are on the rise and perform work more efficiently and at a cost savings, one of the greatest assets for humans is their mind and being able to think using the design thinking process. Humans will also need to be skilled at working alongside robots and utilize technology. Our program is designed to create innovative thinkers by exposing students to the design thinking process and innovative learning experiences throughout their attendance at EICK while also meeting the state early learning standards.
Research tells us that quality early childhood experiences provide a solid foundation for future success and has long-term academic and social benefits for children. Children who participate in high-quality programs during their early years demonstrate lasting effects on IQ, boosted academic and economic achievement, lower incidences of childhood obesity and chronic illness, and a heightened ability to deal with change.
Research is indicating that schools are currently graduating students without the skill sets or desire to enter careers of the future. Most schools are not providing relevant exposure to the skills needed for the future early enough to impact student career decisions. Students attending EICK will be gaining experiences in global literacy, design thinking, entrepreneurship, and STREAM (science, technology, research, engineering, arts, and mathematics processes) through a Reggio Emilia approach to help position them for future learning styles, ability to embrace change, and career readiness. Through experiential learning, access to our digital fabrication/innovation lab, fine arts/innovation lab, and individualized diagnostics and learning modifications, our staff will be able to serve our students’ individual learning needs.
Research is also starting to document that children who experience quality STREAM experiential learning, the ability to have choice in activities, and those who master design thinking processes before 7 years of age are more likely to view STEM areas as serious possibilities of careers. Pilot programs have shown that preschool age students are capable of being creative, inventive, able to explore and develop important inquiry and conceptual design thinking skills. Check out Euclid City Schools Preschool STEM Lab pilot which has resulted in funding for a 700 student preschool and kindergarten facility.
Students can embrace design thinking process which includes acceptance of failure as part of the process. These experiences also better prepare students for dealing with an ever-changing world.
EICK is not a franchise, but a vision of a select group of experienced educators, engineers, school administrators, and business experts who hope to contribute to transforming early childhood learning. We are experienced at developing and integrating the design process, STEM, and innovative learning. We hope to create a STEM Ecosystem collaboration within the community to help parents/guardians, community businesses and clubs, staff, and students with access to an exploratory and design-based rich learning environment.


Book-by-Book Reading Comprehension Assessments
A newly added Close Reading Guide feature in Reading Series 2 is an optional criterion-referenced comprehension assessment that can be delivered after each book’s foundational skills and close reading instruction. Criterion-referenced assessments uncover a student’s strengths and weaknesses in terms of what he or she knows, understands, or can do as measured against a benchmark or standard—in this case, the Grade Two Common Core English Language Arts Standards. The assessments ask students to independently answer standards-based comprehension questions in both multiple choice and written response formats. The questions are text-dependent, so the expectation is that students will have the book available to reread and find evidence that supports their answers. You can use the Reading Comprehension Assessment Student Response Record (included in Binder 2) to note students’ correct and incorrect answers. If student performance on these assessments reveals weaknesses, we recommend delivering an appropriate Reading Series 2 Formative Assessment to identify gaps in knowledge; you can then analyze error patterns and make plans to adjust instruction.
Below are two book-by-book reading comprehension assessments you can preview, download, and print.


“Art & Fear: Observations on the Perils (and Rewards) of Artmaking”,
written by David Bayles and Ted Orland, 1993, 122 pages
published by The Image Continuum Press
This is a slim, dense, insightful volume that I have read and re-read many times. It was recommended to me by Dianne S. Hire, when I took her workshop many years ago. The authors are practicing artists and teachers who deal with the self-doubts that happen to each of us in the making (and especially in the not-making) of our art.
Among their observations:
- Artmaking involves skills that can be learned, that are not bestowed by the gods.
- Art is made by ordinary (flawed) people.
- Your humanity is the ultimate source of your work. Perfectionism denies you the very thing you need to get your work done.
- You learn how to make your work by making your work.
- The difference between an artist and a failed artist is that the failed artist quits.
- Making art is about exposing yourself to the world. How could you not take criticism personally?
- In the real artist, fears exist alongside the desires that complement them.
- Not all your art will soar.
- There will always be a dissonance between the art that you imagine making and the art that you actually make.
Almost every page has a nugget that calls out to be highlighted, and on each re-reading, I have been struck by some different observation. The authors embed their text with examples from different media, and enliven the book with pithy examples ranging from cave artists to Mozart to the Plains Indians.
Topics include a discussion of art vs. craft; the values and pitfalls of university art education for both teachers and students; and the artist’s need for community vs. the essential solitariness of making art.


Early Year Assessment
Utilising our inter-disciplinary team, The Child Development Team has created a unique assessment designed specifically for babies and toddlers under the age of six.
The EYA aims to provide a sensible, practical, and conservative evaluation of a child’s development. The EYA helps parents and educators better understand the child’s strengths and weaknesses and how they can best support that child. We are less interested in assigning a diagnosis, but more interested in how to facilitate a child’s development. Any diagnosis is usually provisional pending a re-evaluation at a later stage in the child’s development. The assessments are usually fun, engaging, and flexible. We aim to make the child and his or her caregiver(s) feel comfortable and safe with the process and hope to make it an empowering and positive experience.
Our EYA is personalised for each child but typically involves one of our Early Years Psychologists and one of our Early Years Therapists. The EYA also typically involves:
- A phone call with the lead psychologist to explain the process and get the assessment started.
- An in-take interview with the primary caregiver(s) at their home – it’s important to speak to the person who knows the child best.
- An observation at the child’s place of learning – it’s important to see how the child interacts with other adults and peers.
- A trip into our child-friendly clinic – it’s important to see the child outside their home environment. During this visit, we aim to make the child feel comfortable and safe. We will typically conduct an observation of the child playing with him or her self and playing with an adult and caregiver.
- Administration of some standardised activities – it’s important to understand where the child stands in comparison to their peers. We will often administer a battery of activities that helps us better understand the child’s:
- Cognitive strengths and weaknesses.
- Personal, social, and emotional development.
- Physical development.
- Communication, language, and literacy development.
- Knowledge and understanding of the work.
- Creative development.
- Pre-academic skills.
- Where relevant, we may involve our Speech and Language Therapists, Occupational Therapists, or Paediatricians to further examine specific areas of development.
Once we have collected all the necessary information, we arrange a mini-conference for the specialists to discuss their findings and key recommendations. This information is recorded in a report that is discussed with the primary caregiver(s) in a feedback session conducted by the lead Early Years Psychologist. We will ensure that all our findings and recommendations are understood and a clear road map to enhancing the child’s development is initiated. We will often follow up with a phone call three to four months later to see how the family is progressing and if we need to tweak any interventions. In certain situations, we may recommend a further evaluation in approximately one year to clarify the efficacy of the recommendations and to confirm any provisional diagnoses.


Résumé du projet : Rédaction d’un chapitre de livre.
Les principaux points abordés sont les suivants :
- The body-mind as the locus of all perception and knowledge (Damasio 2000; Lakoff and Johnson 1999; Merleau-Ponty 1962; Seitz 2000; Sheets-Johnstone 2011) and the bodily constituted nature of music (Blacking 1965; Bowman 2000, 2004; Seitz 2005; Small 1998). In view of these points we assert that musical knowledge is incarnate and grows from the individual’s personal experience (Juntunen & Hyvönen 2004). We then review the literature on creativity in music (including Mialaret 1994; Webster 1992; Burnard 2012; Odena 2012) and draw out relevant concepts such as communities of practice, music as process, musicking and habitus/field.
- Dalcroze Eurhythmics is a practice that invites students and teachers to engage creatively with various activities that develop musical understanding. It is a vast body of largely orally transmitted facilitation skills, developed and refined during more than a century of practice. The most common narrative about the origin of Dalcroze’s method relates to his own teaching at the Geneva conservatoire. In his classes of solfège (academic learning), he found the curricula and teaching methods fragmented and theoretical, too disconnected from the students’ emotions and sensations. In addressing this issue he developed an approach that recognised the fundamental role of the moving body in musical understanding and creativity.
- Dalcroze is used currently in HE teaching and learning worldwide. It comprises three interrelated branches: rhythmic movement, solfège (aural training) and improvisation. It is active, using whole body movement, and is taught interactively and dialogically in groups. It aims at developing creativity and authenticity in students and teachers. For example, the Dalcroze teacher communicates with and responds to the class, largely through musical improvisation and in so doing models creativity.
- We report experiences of students from three different disciplines: composition, musical analysis and aural training. These data come from three research projects (Greenhead 2008, 2012; Habron 2012; Mathieu 2013). We show that Dalcroze Eurhythmics encourages creativity and discuss the benefits that the students describe. Where possible we link these benefits to determinant factors such as flow, joy and play, and use literature on Dalcroze pedagogy, embodiment and music and the brain to support our findings. For example, neuroscientific research shows that body movement and emotion are the strongest determinant factors in learning (Hodges & Gruhn 2012).
- Assuming that academic music studies are useful only in so far as they enable and develop various sorts of creative musical activity (composing, listening, analysis, performing and improvising), we discuss the notion of the academic/practical dichotomy and argue that this is after all another version of the mind-body split epitomised in Cartesian epistemology. Dalcroze insisted that theory, instead of determining practice, should emerge from it and so contributed to the dissolution of this split. Thus, Dalcroze Eurhythmics can act as a bridge between the academic and the practical: ‘I know and I think because I feel and I experience’ (Jaques-Dalcroze 1924).
Les communications ou les publications liées à ce projet :
- Greenhead, K., Habron, J., Mathieu, L. (accepté). Dalcroze Eurhythmics: bridging the gap between the academic and practical through creative teaching and learning. In P. Burnard, L. Haddon, (Eds.), Teaching for Creative Learning: Rethinking Creativities in Higher Music Education. London: Ashgate Publishing Ltd.
- Mathieu, L. (2013). De la formation auditive et corporelle à l’expression musicale : une démarche de création et de formation artistique. Communication présentée le 10 mai 2013 au colloque Réfléchir à la formation artistique . Congrès de l’ACFAS, Université Laval, Québec, Canada.
Chercheur principal :
- MATHIEU, Louise. Faculté de musique, Université Laval, Québec.
- HABRON, James. Coventry University, UK.
- GREENHEAD, Karin. Royal Northen College of Music (RNCM). Manchester, UK.


Aligned to Common Core: Motivate The Boys To Read! What young boy can resist topics such as heroes, monster trucks, mysterious planets, pirates and building a skateboard park? This outstanding collection of original short stories, articles, interviews, biographies, and more is sure to capture - and hold - the interest of all your male readers. The subject matter, characters, and graphics have been carefully chosen to relate to boys' lives, and are just the right length. Real world applications address students' emotional development as they delve into issues like 9/11, advertisement, recycling and body image. The before, during, and after reading exercises incorporate effective, research-based reading comprehension strategies including: activating prior knowledge, predicting, visualizing, questioning, drawing inferences, summarizing, synthesizing, monitoring and repairing comprehension, and evaluation. Includes over 24 short fiction and nonfiction readings, a teacher guide, teacher and student rubrics, read aloud observation form, and answer key. Aligned to Common Core Standards for Reading, Literature & Informational Text.


Some times a question arises – why music and at what age?
Research shows that learning the music can help children excel in ways beyond the basic ABCs.
It has been found that learning music facilitates learning other subjects and enhances skills that children inevitably use in other areas. “A music-rich experience for children of singing, listening and moving really brings a very serious benefit to children as they progress into more formal learning,
The effect of music education on language development can also be seen in the brain. “Recent studies have clearly indicated that musical training physically develops the part of the left side of the brain known to be involved with processing language, and can actually wire the brain’s circuits in specific ways. Linking familiar songs to new information can also help imprint information on young minds,” the group claims .This relationship between music and language development is also socially advantageous to young children.“ Language competence is at the root of social competence. Musical experience strengthens the capacity to be verbally competent.”
A study by E. Glenn Schellen berg at the University of Toronto at Mississauga, as published in a 2004 issue of Psychological Science, found a small increase in the IQs of six-year-olds who were given weekly voice and piano lessons. The children who were given music lessons over the school year tested on average three IQ points higher than the other groups.
Research indicates the brain of a musician, even a young one, works differently than that of a non musician. “There’s some good neuroscience research that children involved in music have larger growth of neural activity than people not in music training. When you’re a musician and you’re playing an instrument, you have to be using more of your brain, ”Also it has been found that there is a causal link between music and spatial intelligence, which means that understanding music can help children visualize various elements that should go together, Understanding and realizing the need of music we here have created a well equipped music studio, where child will get the best exposure of rhymes and rhythm ,classical base for singing on tempuras, and sitar ,powerful beats on, dholoks and Tablas accompanied by modern touch of guitars and violins .
Now the question arises about the age of learning music…..
We feel once the child is around age three, it may be time for more formalized “lessons.” Again, the goal is not to learn to play an instrument but to further develop skills like identifying a beat in music, identifying melody, or identifying instruments.
By age five, most children have built a foundation that has prepared them for formalized music lessons. Even now, the goal of the lessons is not to become a great performer on the instrument but to further the understanding of music.
By age 10, the child will have a variety of skills associated with their instrument of choice. They’ll also have the physical strength to try a different, bigger instrument, such as a brass or large string instrument that requires a higher level of strength and stamina. Around this time, the goal of lessons appropriately transitions from gaining experience with music to improving performance ability.
Musical experience at an early age is extremely important in a child’s developmental process. Like riding a bike or learning a language, these skills can be learned later in life, but they will never be “natural” in the way that is so important for fluid musical performance.


For those of you who know me well; will know that I have a keen interest in how we support our children in school and at home.
We know that every child is different and children will learn at different speeds. As someone who struggled at school academically, I was often the student who needed to pop their hand in the air and ask for help. I was, let's call me, a C grade student. Certain subjects didn't always come naturally to me, but I was a trier. I was someone who always tried my best and some twenty years on, that ethos and mentality to 'give something a go' has always stood me in good stead.
Now I have children of my own, it is, of course, natural that I would want to encourage them to do well at school. But how can we help them? Studies show that a child’s academic performance is linked to their home life and the amount of parental support they get. The students who perform best tend to have happy and stable homes and good communication with their parents. Studies show that a child’s academic performance is linked to their home life and the amount of parental support. The students who perform best tend to have happy and stable homes and good communication with their parents.
Many of us can relate to the challenges of asking our children to do their homework. Kids will often put it off until the last minute before it needs to be submitted to the teacher which causes stress and anxiety. It is easy to think that it is the job of schools to educate our children but there are plenty of learning opportunities that can be undertaken at home.
When it comes to exams, we can also relate to the focus and support that is required. Especially when children are preparing for SATS and school exams, particularly the 11+, if they decide to 'give it a go'.
I was really interested to see the range of books and how it might make a positive impact on our daughter, who is nine years old. I was keen to use it was a positive way to spend one to one time with her, under the guidance of these books, focusing on the areas she needs support on; resulting in a great way for us to build her academic confidence in the home.
Our daughter, who is currently in Year 4, we want to support her with her learning at home and building their confidence in her core subjects. This was the reason for trailing the SATs books. These books have an aim to educate and inform parents of primary school children who would like to help their children develop literacy and numeracy skills, whilst also understanding more about Key Stage 2 SATs.
When it comes to tests and exams, we haven't yet made any decisions on whether our daughter will take the 11+ exam. But, I have started to do my own research on understanding what our options are. Most schools will start to develop your child’s skills in Year 4 and have a year of focused practice in Year 5, before the 11+ exam is taken at the start of Year 6.
Whether you decide to take your child through taking the 11+ or not, it really is a completely personal family decision. One that you must make with your child, considering their confidence and emotional wellbeing in that decision. Bond is the leading provider of 11+ resources, having provided consolidation, revision and practice materials for the 11+ exam for over 50 years. Their wealth of 11+ publishing offers a comprehensive range of simple to use, affordable resources providing a complete learning programme for a child’s 11+ journey.
You may find this article useful:
Their range of books includes:
Assessment papers – carefully graded practice papers providing essential practice for each question type in a realistic exam style
Test papers – matching the style, content and difficulty of the real 11+ exam these test papers enable realistic mock exam practice at home.
10 Minute Tests – bite-sized tests for quick practice and revision, covering all the core skills plus motivating and fun puzzles
How to Do 11+ – step-by-step guidance for developing core skills with parent tips and practical activities
Parents' Guide to the 11+ – written by an experienced 11+ tutor, this essential manual offers a practical 4-step approach to guide you through the entire process
Bond Online – giving your child unlimited access to thousands of 11+ questions this interactive resource is a fun and engaging way of helping your child prepare for the 11+ exam
I hope this article is helpful. We are definitely on this journey and I am sure that many of you reading this may be on a similar one. If you are looking for more learning support to provide at home, then I would recommend these range of books from Oxford University Press. I have also included some useful links below.
In summary, Bond offers essential practice and support for children aged 5 through to 13 who are sitting the 11+, Common Entrance exams or Key Stage 2 SATs. Thanks for reading.


tesol575 | Graduate
Teaching Reading And Writing
This graduate-level course is 4 To enroll, speak with an Enrollment Representative.
topic title goes here
- Explain the components of thematic instruction.
- Describe how to scaffold reading and writing instruction and assessment for English language learners.
- Explain standards-based instruction and assessment.
- Compare differentiated instruction and content-based instruction.
- Describe learning strategies for the three-stage reading process.
- Describe learning strategies for reading comprehension.
- Determine methods to assess literacy development.
- Determine methods to assess vocabulary progression.
- Identify the characteristics of beginning and intermediate readers.
- Identify instructional strategies for beginning and intermediate readers.
- Describe the stages of writing development for English language learners.
- Identify instructional strategies to assist beginning and intermediate writers.
- Assess writing progression.
- Differentiate instruction for writing development.
Language Acquisition and Oral Language Development
- Identify language universals.
- Explain first and second language acquisition theories and principles.
- Contrast social language acquisition with academic language acquisition.
- Describe oral language development in the classroom.
- Identify teaching methods to promote oral language development.
- Explain how to develop oral language through content area instruction.
- Describe how to assess classroom oral language development.
Please ask about these special rates:
Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.
Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.
The University of Phoenix reserves the right to modify courses.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.


Ages 3 to 6
Learning is joyful when children actively engage in meaningful activities. Guided by expert teachers, children develop a love of learning, independence and confidence during the Primary years.
All students build a foundation for academic success in enriched classrooms filled with engaging materials while developing leadership skills, teamwork and courtesy and kindness.
Our Teachers Make the Difference
The most distinguishing characteristic of Evergreen School is the quality and expertise of our faculty. Our teachers are committed to the Montessori philosophy. They believe in the capability and dignity of each child. Our primary goal is to foster and enhance each child’s natural sense of joy and wonder. Each classroom is characterized by collaboration, kindness and a strong sense of purpose.
- An intimate, caring classroom community.
- A calm, organized place to learn and grow.
- Experience teachers work one-on-one and in small groups with each child.
- Classroom materials engage children’s minds and hands in active learning.
- Students move at their own pace.
- Leadership development for older children.
- Peer mentoring for younger children.
- A sequence of foundational skills and basic core knowledge supports cognitive development.
Benefits of Multi-age Montessori
Each year of a three-year Montessori classroom cycle has distinctive characteristics. Each phase provides key experiences for each child’s development. In the first year, a child benefits from watching older students model behavior as they internalize classroom routines and expectations. Then in the third year, children have the exceptional opportunity to be role models and leaders and master classroom materials.
Allowing children to stay in the same classroom with the same friends and teachers is critical for our teachers to build strong, stable and consistent classroom communities.
Sample Daily Schedule
8:30-11:00 Work Time (Montessori Lessons, Circle Time, Music, PE/Dance or Library, Snack)
11:45-12:30 Lunch, Clean Up, Read Aloud
12:30-3:15 Work Time (Montessori Lessons, Art, Spanish, Music, PE/Dance or Library, or Nap)
Students form opinions and express themselves through describing, explaining, and telling stories. A hands-on phonetic system is used to teach reading. Children’s skills are broadened with more complicated letter combinations. A wide assortment of books provide opportunities for children to engage in reading. Children use the movable alphabet to begin to write– from simple words to full sentences and beyond.
Children learn to associate number symbols with quantities. This lays a foundation for understanding basic arithmetic operations and promotes a deep understanding of place value. Hands-on activities build in complexity. Children work with concepts including number patterns, skip-counting, multiplication, squares and part-to-whole relationships.
Exercises in everyday living– from shoe-tying to polishing and sewing– help develop coordination, increase attention span, and build concepts of sequence and logic.
These materials focus on each of the senses. Sensorial exercises heighten powers of observation, enrich descriptive vocabulary, teach classification, and help children extend this skill into their world.
Science and Geography
Students learn the characteristics of plants, animals and their natural environments. Children learn how landforms and bodies of water are created. Map work reinforces language, fine motor coordination, and memory development. Cultural studies emphasize the commonality of human needs around the world.
Primary students and Elementary students read together each week as “Reading Buddies.” It’s one way older children are mentors and younger children get role models to emulate. This collaborate learning experience gives children the chance to practice emerging reading skills and helps make connections between the Primary and Elementary classes. Elementary children practice their mentoring skills and develop a better ability to encourage, empathize and support… and they can show off their reading skills too and build confidence.
Specials: Music, Art, PE, Spanish-- twice a week, each
Music lessons introduce children to the concepts of rhythm and melody, tonal differences, composition and performance. In art, a variety of activities and media are used to develop an awareness of color, texture, and form. Library supports our extensive language program and children check out books weekly.
In PE and dance, a comprehensive program of fitness and cooperative sports skills builds skill and teamwork twice each week. All student develop language skills in Spanish beginning in their four year old year during two lessons each week.


Beginning 6th Grade Orchestra is designed to teach basic skills to students with little or no previous playing experience, although 6th grade string players of all experience levels are included in this class. Instruments taught in this class and in the Summer Orchestra Program are violin, viola, cello, and string bass. The 6th grade Core Knowledge requirements will be taught through the thoughtful application to performance in Orchestra. Students will learn the basics of position, fingering and bowing techniques, ear training, and music reading. Beginning 6th Grade Orchestra students will perform in three evening concerts per year. Sixth grade Orchestra students will have the opportunity to participate in the PSD Solo & Ensemble Festival in second semester.
Concert Orchestra is designed for students with a minimum of one year of playing experience on a stringed instrument. Concert Orchestra builds on the knowledge and skills learned in the first year(s) and challenges the students with higher level performance music. The 7th grade Core Knowledge requirements will be taught through the thoughtful application to performance in Orchestra. Students will build on the basic skills taught in 6th grade to develop better intonation, intermediate bowing skills, deeper music theory understanding, and to explore higher positions (alternate fingerings). Concert Orchestra students will perform at least three evening concerts per year. Students will be encouraged to audition for the PSD Honor Orchestra in the second semester as well as to participate in the PSD Solo & Ensemble Festival.
Symphony Orchestra is an advanced level course designed for students with a minimum of two years of playing experience on a stringed instrument. Symphony Orchestra students have made a conscious decision to make music an integral part of their daily lives. Emphasis is placed on tone quality, expressiveness, unity of the ensemble, higher positions and alternate fingerings, advanced bowing techniques, and a wider variety of musical styles. The Core Knowledge Music curriculum will continue to guide the students' learning. Students in Symphony Orchestra will be expected to audition for the PSD Honor Orchestra in second semester as well as strongly encouraged to participate in the PSD Solo & Ensemble Festival. Select members will form the Chamber Orchestra which performs at the annual Kinard Madrigal Dinner. Symphony Orchestra will perform at a minimum of three evening concerts during the year as well as at least one festival.
OUR MUSIC PROGRAM
The Kinard Music Program involves 650 of our school's 760 students. All sixth and seventh grade students participate in Band, Orchestra, or Choir, all of which are performing ensembles. The curriculum of Core Knowledge Music is taught through the experience of learning and performing in an ensemble. In eighth grade, most students elect to continue their musical studies in one of our advanced ensembles. Students in all music groups have opportunities to participate in many events outside of the normal classroom including large group festivals, solo & ensemble festivals, district and state honor groups, the Madrigal Dinner, and various community performances locally and abroad. Each music discipline is taught by a highly-qualified music educator. Mr. Wheeler (Choir & Drama), Mr. Perez (Band), and Mrs. Griffey (Orchestra) each have more than 18 years of experience in music education, all are skilled in various musical genres (instrumental, vocal, theater arts, classical, jazz, popular, and more styles), and all are performing musicians. The Music Team has been working together for more than eight years to ensure high levels of learning for all Kinard Music students! In 2016, we welcomed back Kinard educator Mrs. Shannon Smith in her new role as Music Explorations teacher. The Music Explorations course is provided for select seventh grade students and is designed to meet the needs of our more diverse learners.
Kinard Core Knowledge Middle School is a Poudre School District school of choice. Students from 27 different area elementary schools choose to attend Kinard instead of their neighborhood middle school. Our namesake, Mr. Hal Kinard, was a Poudre School District educator and coach and continues to inspire and motivate our students and staff with his regular visits to our school and his motto of "We Can and We Will"!
Kinard is a preferred choice for many students because of our Core Knowledge Curriculum, our exceptionally high test scores, our sincere and dedicated staff, and our supportive culture. At Kinard, all students are educated in the six Core Knowledge subjects of Language Arts, History & Geography, Science, Math, Visual Art, and Music. As we also value the Whole Child and Poudre School District's "District Ends", all students also receive education in Health & Wellness, Technology, and World Languages. Some of Kinard's achievements include the 2015 National Blue Ribbon award, 2013 National Green Ribbon School award, the Colorado John Irwin Award of Excellence every year since opening in 2005, recognition as a Professional Learning Community by Solution Tree, and recognition as a visitation site for Core Knowledge Curriculum. Click the button below to visit our school's webpage.


Supporting the Reading Comprehension of Black Students Labeled with a Learning Disability
This case study investigated the culturally responsive and reading comprehension instructional strategies used by one teacher who successfully supported the reading achievement of Black students labeled with a learning disability. The study explored the relationship between research-based reading comprehension instruction and culturally responsive instructional practices to support the reading development of Black students labeled with a learning disability. Data were collected through classroom observations, teacher semi-structured interviews, stimulated-recall interviews with the teacher as well as student interviews, student focus group interviews, and informal conversations with both teacher and students. The constant comparative method and the co-occurrence feature of a qualitative analysis application were used to analyze the data. Findings showed that the teacher incorporated evidenced-based reading practices and culturally relevant approaches to support the reading achievement of Black students labeled with a learning disability. The study also explored instances when the teacher did not effectively incorporate reading comprehension instructional practices. Moreover, the teacher incorporated practices of expert special education teachers including the creation of an inclusive classroom community that supported student participation throughout the learning process. The teacher incorporated culturally responsive instructional approaches into instruction. These included valuing student experiences, incorporating culturally responsive literature into lessons, and developing student cultural competence. The study found that there were nuanced overlaps between culturally responsive instruction and reading comprehension strategy instruction. Lastly, student perspectives and response to teaching practices provided useful insight into the techniques and approaches that supported or, in some instances, did not support reading achievement.
Black studies|Elementary education|Special education|Reading instruction
Gathers, Dana Andrae, "Supporting the Reading Comprehension of Black Students Labeled with a Learning Disability" (2018). ETD Collection for Fordham University. AAI10973010.


This chapter argues that the ‘Friday afternoon’ approach to art education needs to change; the conversation needs to be more about art and the impact that it has had and continues to have. Children need to be surrounded by art to a greater extent and should be seen as multi-dimensional learners who can create art, acknowledging that they do not all think, and learn, the same ways. It is their unique characteristics that will help shape them as artists. This chapter uses the works of ‘The Masters’ to support the view that there is no right or wrong when creating art and that supporting students to understand that great art only stands out because it is different and does not follow preordained rules or styles is important. Visual Arts teaching should encourage personal judgment, subjectivity, and provide students the opportunities to find their unique voice and to have the confidence to use it.
Daly, A. (2015), "Using Inclusive Pedagogy in Visual Arts: Engagement with ‘The Masters’", Inclusive Pedagogy Across the Curriculum (International Perspectives on Inclusive Education, Vol. 7), Emerald Group Publishing Limited, pp. 187-209. https://doi.org/10.1108/S1479-363620150000007016Download as .RIS
Emerald Group Publishing Limited
Copyright © 2015 Emerald Group Publishing Limited


Our Whole School Response to WSE recommendations
1. The adoption of an action-planning approach, to address school priorities identified through the school’s self-evaluation process, is recommended.
During the school’s self evaluation process priorities in the area of Maths, Literacy and SPHE were noted. We addressed these using an action-planning approach: setting targets and assessing progress into order to establish new goals.
2. The establishment of greater linkage between individual classroom planning, the school plan and the primary curriculum is recommended with a clearer focus on learning objectives and pupils’ skill development.
We have been conscientious about this when planning, so that in every classroom, individual teacher planning is linked to the school plan and the primary curriculum with a focus on learning objectives and the development of the pupils’ skills. We have amended the way we record our planning and monthly reports accordingly. With new teachers on the staff it is important that they are informed about this.
3. A more integrated and incremental whole-school approach to literacy development is advised.
This has been addressed in the school’s Three Year Plan for Literacy. You can read about that here. This year 2016-17 marked the beginning of the implementation of the New Language Curriculum. The staff are working on this to ensure an integrated and incremental whole-school approach.
4. Information from ongoing assessment should be used to inform higher levels of differentiation to cater for the differing needs of individuals and groups, including the high achieving pupils.
We have reviewed our policy on Exceptional Ability
Differentiation in the classroom takes the form of
(a) curriculum differentiation i.e differentiation in terms of task, outcome, pace, support, resources, grouping and information, role, homework, the use of dialogue and questioning (i.e. Bloom’s Taxonomy’s higher order questioning.
(b) enrichment (learning or activity, which is outside the core of learning)
(c) competitions e.g. Write A Book, Primary Science, Texaco Art etc.
Extension (enabling the student to move through the curriculum at a faster rate) is not considered a wise approach. We like to think of education as a journey and not a race.
We have talked to parents about opportunities for their children e.g. Irish Centre for Talented Youth @D.C.U,. Gifted Kids.ie, Coder Dojo, Code.org, Khan Academy, NRich and local sports groups.


by Hendrickje Catriona Windisch
Analyst, Education and Skills Directorate
Tackling weak basic skills is hard and incentives to learn are often lacking
The fact that some adults cannot understand the instructions printed on a box of medicine is not only dangerous, it shows that, somewhere along the line, the education system failed them. People who find themselves in this position are often shy of admitting their problems, and the idea of going back to school is their worst nightmare. A new OECD Working Paper shows that even for those adults who want to improve their reading and numeracy skills, it is not easy to translate that interest into action. Adults with busy working and family lives have little time for learning – as is evident in the high rate of dropout from learning programmes targeted to adults. And even when adults do acquire basic skills in mid-life, they find few jobs open to them in which they can use those skills.
Building and sustaining learner motivation
Research shows that programmes to improve adults’ basic skills need to use awareness-raising measures (like the adult education weeks promoted in Denmark and Finland) and national campaigns (as conducted in France and Luxembourg) to encourage interested, but reluctant adults to participate. Guidance services, such as Germany’s telephone counselling service for adults with poor literacy skills, also help. Learner persistence can be supported through clear learning goals, continued guidance throughout the programme, and the link of basic skills with occupational credentials (for example learning geometry in carpentry). Contextualised learning, whereby basic skills are learned in the work, family or community context, often in combination with occupational skills training, can help to engage adults not normally involved in continuing education. Formative assessment, using frequent assessment and feedback to guide adults in their learning, encourages them to continue their studies.
Teachers need to be well-prepared
Although research shows that high-quality, well-qualified teachers get the best results with adult learners, many adult education teachers have few relevant qualifications, and often resort to teaching practices normally used with children which are unlikely to work for adults. There is no nationally recognised certification for adult education in the United States; Austria and Germany only recently developed specific qualifications for such teachers; and in many countries, adult education programmes that teach basic skills are largely staffed by volunteers.
Successful adult learning programmes need to motivate and sustain the engagement of low-skilled adults; offer a highly skilled teaching force; use proven approaches to basic skills teaching; and make use of relevant learning contexts, including the family and the workplace. Learning basic literacy and numeracy skills is, literally, essential for leading a productive and engaged life.
Adults with low literacy and numeracy skills: A literature review on policy interventions
OECD study Putting the Survey of Adult Skills to Work: Country Studies and Policy Analysis OECD Skills Survey
Photo Credit: Skills for success. Box of pills with a list of positive qualities for employment @Shutterstock


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Fun Growing Up Quiz – FREE Interactive Easy Quiz with Science Questions for Kids
Enjoy this Easy Science for Kids Growing Up Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Growing Up. You need to answer all the questions to be able to get your score. You can do this fun quiz about growing up again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Growing Up.
About Growing Up Quiz & our FREE Online Quizzes
Our interactive quiz with science questions are a free interactive online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Growing Up quiz helps your kids learn fun facts about growing up while enjoying this FREE interactive quiz questions for kids.
If your child is being home-schooled, or is in a science enrichment class, then this is a fun science activity, with reading comprehension benefits for 1st – 5th grade kids. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun easy science questions for kids on growing up.
As a reading comprehension educational activity for kids, you can set a timer to encourage kids to do the reading comprehension training in a faster way, or you restrict the number of times your kids can read about the quiz topic, before they do the actual quiz games we offer on our easy science for kids website.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Growing Up quiz answer they think is correct, and at the end you get the Growing Up quiz score. Your child can try again and again, till gets the perfect score faster, as your kid learns to listen more carefully and develop a better memory and attention span!
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APA Style Citation
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