Meet Blue-Bot, the new version of the Bee-Bot robot with a twist: a Bluetooth connection that lets you program the robot from a tablet or PC as well as directly via the on-board keys.
Availability: In stock
Use the command keys to send Blue-Bot forward and back, left and right and teach sequencing, directionality, problem-solving, counting, and estimation. Students are anxious to put Blue-Bot through its paces and develop important thinking skills while they are having fun.
Take Blue-Bot to the next level by using iOS or Android apps or Terrapin Logo on PC or Mac to create a program on screen and send it to Blue-Bot via the Bluetooth connection. Then watch as Blue-Bot follows the program. If it wasn’t what you want, simply change the commands on screen and send the program again. Additional on screen capability for 45 degree turns and repeating commands expands the Blue-Bot programming experience. Creating a program on-screen and then sending it to Blue-Bot provides an additional conceptual level of understanding that further develops algorithmic thinking skills.
Like Bee-Bot, Blue-Bot is sturdily constructed and holds up well to classroom use. Blue-Bot blinks and beeps engagingly to provide feedback as it follows a program. With its clear shell, Blue-Bot is literally transparent so that its components can be seen, helping to demystify technology. A rechargeable battery, with accompanying charger cable, provides years of use.
Blue-Bot brings science, technology, engineering, and math into the classroom for even the youngest students and helps build foundational skills for lifelong learning.
PLEASE NOTE: Blue-Bot® is compatible with any Android or iOS tablet with version 3.0/4.0+ EDR Bluetooth (e.g. iPad3 and later). Please check your device specifications to ensure it is compatible.


How Playing With Dolls Encourages Child Development
Children love playing with toys. Dolls have been around for thousands of years. Archaeologists have found wooden toy dolls dating back thousands of years. Today, dolls are one of the most popular kinds of toys that you can buy. There are plenty of different kinds of dolls available in the market, ranging from small ones to life-sized dolls that can even repeat a few phrases.
Numerous studies have shown that dolls actually have a very positive impact on a child’s development. Famous brands such as Gotz dolls have begun to offer a variety of different kinds of dolls, some of which are directed more towards creativity, while others promote learning in children. Here are some of the different advantages of playing with dolls as a child.
Cognitive and Motor Skill Development
Numerous studies have highlighted the fact that playing with dolls can actually have a positive impact on the development of a child’s cognitive and motor skills. When children receive a doll that’s appropriate for their age, they can perform a variety of different actions, such as taking off and putting on their clothes, combing their hair, and moving the body parts of the doll in order to see how they work. They can also replicate common actions such as sitting, moving, or standing using the doll. This allows children to develop fine motor skills and can also help them solve some basic problems.
Did you know that playing with dolls actually improves language skills? There are plenty of dolls that come pre-installed with different phrases. In fact, there are certain dolls which repeat phrases. Just press a button on the doll and it will start recording phrases, which will be repeated. As many children love to spend time with their dolls, they often talk to them, much like their parents speak with them. This encourages them to speak more freely and have somebody that they can talk with at their own pace.
Children love playing with their dolls and coming up with hypothetical scenarios and creative situations in their heads. This not only opens their minds, but it also allows them to come up with simple solutions to real life solutions. Doll play encourages creativity and allows children to expand their imaginations. Playing fictional games and acting out different scenes in their heads often helps children to become more imaginative.
Caring and Nurturing Skills
Children are naturally very kind-hearted. Playing with dolls from a very early age allows them to develop their caring and nurturing skills even more. Most children often perform the same actions with their dolls as their parents do with them. Some children are incredibly attached to their dolls. Holding fictional tea parties, sleeping with their dolls, or simply talking to them helps children build stronger connections that enhance their caring side.


Welcome to Full-Day Kindergarten in the BASD!
The Bethlehem Area School District is proud to offer universal full-day kindergarten in our 16 elementary schools. Kindergarten will be a wonderful time in your child's life, filled with opportunities to learn, play, discover, and grow. For many students, kindergarten is their first formal educational experience. We want this year to be filled with fun and exciting activities that will begin students on the path of successful learning experiences and personal development. Our kindergarten students come from a wide variety of backgrounds and experiences, which is what makes each of them unique and special. Although children go through similar stages in the learning process, we understand that children develop at different academic, social, and emotional rates. Our full-day kindergarten classrooms offer support based on each individual child's needs. Please take a moment to learn more about what our full-day kindergarten classrooms have to offer.
- Foundational Skills- Students will develop phonological awareness (sounds that make up words and syllables), phonics and word recognition (connecting sounds and letters), and oral language fluency (the ability to read accurately and fluently).
- Details of Text- With support, students will identify the main idea and key details of text. Students will make connections between texts and will learn new vocabulary words.
- Writing- Students will use the learned sound/letter correspondences to spell and write words and to express their ideas for different purposes.
- Numbers & Operations- Students will know and write numbers, count in sequence, and use place value.
- Algebraic Concepts- Students will explore the concepts of putting together and taking apart to learn basic addition and subtraction.
- Geometry- Students will identify, describe, analyze, compare, create, and compose 2- and 3- dimensional shapes.
- Measurement & Data- Students will describe and compare attributes of length, area, weight, and capacity.
- Students will explore and discover materials and motion, trees and weather, and animals through the use of three hands-on learning modules.
- Students will learn the value of working with others through play and other cooperative learning activities.
- Because we know children are naturally curious, learning will occur in a variety of contexts and settings.
- Purposeful play, which allows children regular opportunities to explore and investigate in a hands-on manner, is valued as an important method of learning.
- A safe and secure environment encourages risk-taking, expressing thoughts and feelings, and the development of self-esteem and worth.
- Our kindergarten teachers respect the role that parents play in the lives of their students.
- Our teachers recognize and value the diversity of their students and families.
- As children build upon prior knowledge, make meaning of the environment around them, and develop relationships, they will begin to engage in problem-solving experiences.


The National Center for Education Statistics in the Institute of Education Sciences released the new statistical analysis report, entitled A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012.
Among the findings in this 25 year period:
The teacher workforce grew by 46 percent between 1987-88 and 2011-12. Above average growth was seen among teachers in the fields of English as a Second Language, English language arts, mathematics, foreign language, natural science, and special education. Below-average growth was seen in the fields of general elementary education, vocational-technical education, and art/music;
The growth in the teaching force varied across different types of schools. The teaching force in high-poverty public schools grew by nearly 325 percent while the number of teachers in low-poverty schools declined by almost 20 percent. The number of teachers in private schools grew at a higher rate than in public schools. However, private school teachers still account for only about 12 percent of the teacher workforce; and
The teacher force became more diverse. While minority teachers remain underrepresented in the teaching force, both the number and proportion of minority teachers increased. Between 1987–88 and 2011–12, the number of minority teachers grew by 104 percent, compared to 38 percent growth in the number of White teachers. The percentage of teachers who belonged to all minority groups increased from 12.4 percent in 1987-88 to 17.3 percent in 2011-12.
This report utilizes data from the Schools and Staffing Survey (SASS), a large-scale sample survey of elementary and secondary teachers and schools in the United States.
To view the full report, please visit


Announcing “Bring Science Alive!”
TCI Plans to “Bring Science Alive!” With New Inquiry-Based Science Program
Stellar Science Advisory Board and Teachers Nationally Will Guide Development of Program 100-Percent Aligned to the Next Generation Science Standards
MOUNTAIN VIEW, Calif. – March 8, 2013 – TCI announced today that it will leverage its more than two decades of experience helping teachers bring learning alive for students to develop a new K-8 science program, Bring Science Alive! Informed by the collective wisdom of the company’s Science Advisory Board, the new curriculum will be built from the ground up to align with the Next Generation Science Standards (NGSS).
“The spirit of the NGSS supports TCI’s philosophy that learning happens best when students are actively engaged, not just memorizing facts,” said Bert Bower, TCI founder and CEO. “It was a natural for us to extend our wealth of experience designing inquiry-based social studies programs to science. Our advisory board of top experts in science education encouraged us to focus on science practices and embrace the nature of inquiry inherent in science. Our goal is to develop a curriculum that encourages kids to ask questions and conduct sound investigations to answer them.”
To learn more about NGSS and the impact they will have on science education, teachers and administrators can attend a free webinar on March 13 at 3:30 pm PT featuring Andy Shouse, associate director at the University of Washington Institute for Science and Math Education and TCI Advisory Board Member. More information and registration is available at https://teachtci.webex.com/teachtci/onstage/g.php?t=a&d=665600415
In addition to Shouse, the members of TCI’s Science Advisory Board are:
- Angelo Collins, Elizabeth and Thomas Taft Endowed Professor in Science Education and Director, Center for STEM Education at East Carolina University
- Donald B. Young, Dean, College of Education and Professor, Science Education, University of Hawaii at Manoa
- Jerome Shaw, Associate Professor, Science Education, University of California Santa Cruz
- Kathy Peasley, Assistant Superintendent for Academic Service, Grand Ledge Public Schools, Michigan
- Marilyn Chambliss, Associate Professor of Education, Emerita, University of Maryland
- Nancy Butler Songer, Professor of Science Education and Learning Technologies, University of Michigan and Director of the Center for Essential Science
- Ronald J. Korenich, Ed.D., Consultant and Coordinator of Elementary Education at Fox Chapel School District, Pennsylvania (retired)
- Steve Schneider, Senior Program Director of Science, Technology, Engineering and Mathematics (STEM), WestEd
TCI’s Bring Science Alive! program has an anticipated release date of fall 2014. Teachers interested in helping TCI create a program that is “by teachers, for teachers” can sign up to be in focus groups, test lessons, complete surveys and more at http://offers.teachtci.com/bring-science-alive-teacher-group
For more information about TCI, visit www.teachtci.com, become a fan on Facebook at http://www.facebook.com/TeachTCI or follow on Twitter at http://twitter.com/TeachTCI. In addition, educators can read insightful posts about education issues and trends from the former classroom teachers who today are TCI’s leaders on the company’s blog at http:/blog.teachtci.com/.
TCI is an award-winning online K-12 publishing company created by teachers, for teachers. For more than 20 years, the company has partnered with the education community to fundamentally change classroom instruction. TCI’s K-12 programs are based on proven teaching strategies and practices that bring learning alive and achieve consistent, positive classroom results. TCI believes that the best education marries great content, meaningful technology and interactive classroom experiences. The end result: students of all abilities and learning styles succeed. For more information, visit www.teachtci.com.
For more information, press only:
Lisa Wolfe, L. Wolfe Communications, 773-278-2800, firstname.lastname@example.org


During the Zhou Dynasty (1046 – 256 BC), students were required to master the six arts (liù yì – 六艺 – in Chinese), which included rituals(礼), music(乐), archery(射), charioteering(御), writing(书) and mathematics(数). The six arts emphasized comprehensive development in all subject area, and attempted to educate students to be well-rounded, which parallels the Western concept of the Renaissance man. Men who excelled in these six arts were thought to have reached the state of perfection.
Ritual is an extraordinarily important cornerstone in Chinese culture. Without rituals, the 5,000-year-old country would never exist. In ancient China, there were officers in charge of rituals for every aspect of life, like marriage, funerals, and sacrifice. Chinese people started to live with a sense of ritual thousands of years ago and nothing can remove it from Chinese culture.
Music was not just a melody or a pastime for entertainment in ancient China. It was a symbol of great manners and a well-educated person. To learn music, one should have high aesthetic standards. Confucius himself studied from three different people to learn courtesy, music and how to play music. A famous saying of Confucius on music education is: “To educate somebody, you should start from poems, emphasize ceremonies and finish with music.” In other words, one cannot expect to become educated without learning music.
Music was also an indispensable part of Chinese culture. People play music in every ritual to express feelings and emotions. Also, there was a special position for a music officer in the court.
Archery was not only a way to protect the kingdom or to kill enemies, but was also a good sport. China measured its force of strength as much as literature. A real gentleman should not only be well-educated but also should be strong and demonstrate great archery skills. A good archer was highly admired in ancient China not only among the nobility but also among ordinary people. The ancient emperors took archery classes as a required course and it was a tradition to hold a big hunting ceremony every year.
The chariot had an important place in war, in hunting and in the parades that expressed the power of the nobles in ancient times. To become a charioteer is also an excellent form of training that requires the combined use of intellect and physical strength.
Writing usually included handwriting, reading, drawing and composition. There have been so many great calligraphers throughout the history of China and Chinese greatly valued handwriting. There’s a saying that your handwriting reflects your alter ego. Especially in ancient China, it was necessary for an emperor to write beautifully. There were many emperors in China who were not only calligraphers, but also poets.
Having the ability to compose poems is the skill of an educated person. Chinese ancient poetry is a precious heritage for every Chinese and to the whole world.
In ancient times, mathematics was a useful method to make predictions. Ancient Chinese used mathematics to develop astronomy, to predict the weather and applied knowledge to real life. The Nine Chapters on the Mathematical Art was the earliest Chinese math book. The ancient Chinese also developed the abacus to benefit daily living and this invention is one of China’s material cultural heritages.


Computer games – some people like them and some people hate them (usually parents). However at Gastrells Primary School the students make computer games. These computer games have a difference, the student design them to teach Maths. The first project they undertook was the development of their own coordinate game. This was so successful that the students have volunteered to teach the whole class how to develop coordinate games. Furthermore, the school has gained some great homegrown resources.
Thrupp Primary School had a wonderful time exploring Maths and Robots just before half term. The year 3/4 class got to grips with space travel, angle rotation and distance through a fantastic exploration project. The parents were amazed to find their children learning angle work, which is often taught at year 6. My deepest thanks to Mrs Harrison and Mrs Pritchard who made this happen!
There are now 5 projects all set out for you in the resources section. Please use them and give us feedback.
Those clever clever Koreans! They have started making electronics a part of their elementary education. No wonder my Samsung is so good (sorry apple users).
This is one of their LEGO electronic models they built. Oh, by the way they even make the LEGO brick because they are out of patent.
Long live Korea
In one of my lessons last night, a brilliant student called Ben developed a Maths game to teach angles. It was nice and simple; even so it had my own 12 and 13 year old playing it for 1 hour.
Ben applied Maths in the following area without noticing it:
1. Rotation and angles
2. Algebra formula
3. Coordinates and using random numbers
4. Working out the hit zone needed a nice bit of sectors of a circle
More adventures in gaming to follow.
This first resource is teaching Rotation and LOGO at Level 3 & 4. It brings the Programming and Maths side of the new UK curriculum together.
We are looking for a way of sharing our resources so that they are immediately usable by other educators. It is also an attempt to expand the boundaries of what can be done for free on Google drive. Any comments gratefully received.


Level: 3-5 Art Education Lesson Plan
Art Elements: Line
Art Skills: Drawing
Art History: Russian and Gothic Architecture
* Get more free lessons like this, on our Lessons Page
This lesson plan is a perfect way to work in a “wintery” project while still teaching important art skills and concepts. Students will compare and contrast two types of architecture, then come up with original castle drawings, challenging their design skills. I teach my third graders about Russian Architecture, then add this project in 4th grade to build on those skills, but the project would work just as well with any other types of architecture you might teach! To keep things interesting, I have students do a lot of fun compare and contrast games on my interactive whiteboard system. You can also work in some really great vocabulary here like onion dome, gargoyle, and spire!
This great Art Ed lesson plan is 100% FREE to download! Use it in your classroom and share with your colleagues. For more free lessons like this one, visit our Lessons Page and download them all!


Play vs. Academic
It’s now a well known fact that quality preschools can set the precedence for a great foundation of lifelong learning. “There’s increasing evidence that children gain a lot from going to preschool,” says Kathleen McCartney, PhD, dean of Harvard Graduate School of Education, in Cambridge, Massachusetts. “At preschool, they become exposed to numbers, letters, and shapes. And, more important, they learn how to socialize — get along with other children, share, contribute to circle time.” Not to mention “children who attend high-quality preschool enter kindergarten with better pre-reading skills, richer vocabularies, and stronger basic math skills than those who do not,” says National Institute of Early Education Research (NIEER) director W. Steven Barnett, PhD. (source)
But with that being said, parents are bombarded with a multitude of options for what type of program their child could attend. From play-based to academic or even Montessori. Wonders encourages parents to think broadly about what they hope their child will gain from their preschool experience when deciding the right match.
Wonders is a play-based and developmentally appropriate program. For some, play-based learning may conjure up images of classrooms with little structure and minimal teacher direction. At Wonders, our teachers and our curriculum guide children’s learning through play. Our thoughtfully crafted curriculum allows children to learn actively by providing hands-on experiences while interacting with their surroundings. Learning is supported through consistent daily routines and well-organized classrooms. The focus of our programs is on a child’s cognitive, social-emotional, and physical growth. We believe the child is an active learner and gains knowledge about the world through experience, with skillful teacher observations. Students set the learning pace, and the teacher serves as a guide.
But what about their ABC’s, adding and dividing and the other multitude of academically focused areas?
“Young children can certainly learn letters and numbers, but to sit kids down and ‘teach’ them is the wrong way to do it,” says Linda Smith, former executive director of the National Association of Child Care Resource & Referral Agencies (now known as Child Care Aware). “They learn best through doing the kinds of activities they find interesting — story time, talking to their teachers about stars, playing with blocks.” To help children learn language and strengthen pre-reading skills, for instance, teachers might play rhyming games and let children tell stories. Keep in mind that for small children, school is all about having fun and acquiring social skills — not achieving academic milestones. “Kids need to be imaginative and to socialize — that’s what fosters creative, well-rounded people. It’s not whether they can read by age 4 or multiply by 5,” says Amy Flynn, director of New York City’s Bank Street Family Center. An ideal curriculum? Parading around in dress-up clothes, building forts, and being read to. (source)
There is no conclusive research that says that early academic training is superior to the more hands-on model of early education. The concept that “earlier is better” is not actually supported by longitudinal studies. Here are some interesting research (Blair, 2002) to consider:
- While “stimulation” is very important, neurological research shows that formal academic instruction is not the best way to optimize early brain development.
- Early formal academic instruction is good at producing test results in the short term, but does NOT result in better school achievement in the long term.
- Early formal academic instruction is more damaging to boys than girls in the long term though research is not clear right now as to why.
There has been an abundance of research around play and its positive effects on early childhood learning and development. In general, research shows strong links between creative play and language, physical, cognitive, and social development. Play is a healthy, essential part of childhood.
So it’s not about play vs. learning but play and learning.


Music is a soulful art. Many aspiring musicians believe that self-teaching is the best way to achieve instant fame in the music industry. Even though it is true that some musicians will succeed with this viewpoint, but the reality is quite different. Basic knowledge is a must for doing anything good. Similarly, a formal music education or training is compulsory for an aspiring musician. This formal education will not just include an introduction to the music theory, it should also make the students well versed with the cultural roots and implication of the music. This essential music education profits both the aspiring musicians and the music industry.
Reasons behind the importance of Music Education:
In order to become a good musician, it is important to have basic knowledge about the music and its form. Here are more reasons why this basic education is important.
1. Music education and communication: The very first and important need that formal music education meets is that it makes the aspirants literate in the musical language. With basic education, a musician gets the understanding of musical patterns, an ability to read notes and create good melodies. This helps musicians to communicate with other professionals and develop new concepts.
2. Making high-quality music: The music industry completely depends on the musicians who take a hold of the worth of making high-quality music. Without basic or formal knowledge of the music, the musician will not be able to create that magical melody, which is important to attract the audience.
3. Behavior and Music: Music is considered as a powerful tool of expression. It possesses the ability to alter the behavior of the listener. From calm to stress, music can help people to feel every emotion. The way tension is built and thus released within a small music piece can activate an extensive diversity of behavioral and emotional reactions from those who listen to it. For writing such responsive musical notes, a musician should have basic knowledge of the music.
The actual meaning of the music comes from the musicians who understand what music is all about. The more he/she learns, the better they’ll able to serve and convey. Musicians who are capable of creating a true connection with their listeners can get better opportunities with Music Production Los Angeles to boost their career.


This lesson aims to give a simple explanation to the keywords used in arithmetic in English.
The ability to count and to practice numeracy in daily life is very important to us all
There are four basic formulas in arithmetic.
They are addition, subtraction, multiplication and division.
We use these formulas to calculate a total, sum or an amount.
Numbers are often called digits and are classified according to single units, tens, hundreds, thousands and millions.
There are ten numbers starting with zero and ending with nine.
When we add numbers together, we use the word ‘plus’
When we subtract a number from another, we use ‘minus’
When we multiply a number with another, we use ‘times’
When we divide a number from another, we use ‘divide by’
When we arrive at the answer, we use the word ‘equals’
The word ‘unit’ refers to a single number and not to a set of numbers.
For example, every monetary currency is divided into cents.
That means every currency has one hundred cents. It cannot have more.
The word ‘cent’ comes from the French language and means ‘a hundred’
We use the decimal point to establish a value upto 99.
For example, we can write 2.99 but we cannot write 2.100.
Therefore, after 2.99, the calculation becomes 3.00.
Decimal means that we count in tens until we reach 99 as I have explained above.
For example, 1.09 is followed by 1.10, 1.11 etc until 1.99.
Percentage and Per Cent are two other words you will come to learn when you learn arithmetic in English. Think of the number one hundred.
Remember that the word ‘cent’ comes from the French language.
Keep in mind also, if you are also learning Roman numerals, that the letter C stands for one hundred.
Now practice to write and speak the following equations.
- Ten times ten plus twenty divided by two equals three.
- Fifteen plus two minus five divided by four times seven equals twenty one
- Sixty divided by three plus five times three equals seventy five
- Twenty seven minus four times three plus one divided by two equals thirty five
- Four point five times four minus six divided by three plus thirty four equals thirty eight
- Seventy seven plus thirty three minus one hundred and one times ten equals one hundred
This is a summary of the keyword phrases.
Write the digits
Two MINUS One EQUALS One
Two PLUS Two EQUALS four
Twenty DIVIDED BY two EQUALS ten
Units, Tens, Hundreds, Thousands, Millions
Per Cent and Percentage means part of One Hundred
Roman Numerals is a code of letters written to identify numbers
Practice arithmetic. Develop numeracy skills
I hope you have found this lesson useful and informative..


Students of all ages and abilities love to participate in music, drama and art. This is certainly true at Brookfield Academy. From Pre-K through High School, our Fine Arts teachers provide a fun, supportive, nurturing place for students to explore their creativity.
Fine Arts - Music Department
Music can make a powerful contribution to the educational development of a child. It is a unique form of communication that can change the way a student thinks, feels, and acts. Evidence suggests that for children to get the most out of music education it needs to be enjoyable, challenging, and achievable.
At Brookfield Academy, our Music Programs compliment academic success through the active processes of listening, composing, and performing while increasing self-esteem, responsibility, team work, cooperation, and social skills.
When our students learn to read, write, perform, and appreciate music, they are also learning to listen, interpret, and problem solve. The various musical compositions and styles we study introduce elements of history as well.
There is also a foreign language component to our music classes and presentations. For the youngest scholars, this includes Spanish; for the older ones, it is French. Every aspect of our music education compliments the overall educational experience for students.
Fine Arts - Visual Arts
The ultimate goal of our Visual Arts Program at Brookfield Academy is to create a learning environment that is inclusive and stimulating. This positive classroom environment goes a long way toward motivating our students as individuals and as artists.
Students realize the importance of embracing a strong work ethic, which is as necessary when creating art as it is in all of their classes and course work. It requires discipline, analytical and creative thinking, intuition, and caring. Students become comfortable with the process of creative thinking by developing new ways of looking at things or changing the way another person looks at something.
Students who develop creative skills through art education will use those creative skills in whatever path they choose in life. Students who are aware of the full range of possibilities in art, and enjoy exploring them, will learn and grow in unique and powerful ways.
To see additional works of art, click here. Learn more about our upcoming April Art Show.
Fine Arts - Drama
Creativity, collaboration and confidence highlight the learning experience for our eager student actors. Directors of our Drama Program compliment our student actors for their courage, dedication, and commitment to the theatrical process.
As individual actors and members of an ensemble cast, Brookfield Academy students approach their roles in the same way they approach their academics. They use their personal gifts fully and generously, and reach for the stars - all the while supporting their fellow cast members.
A talented and emerging "Technical Theatre Team" at Brookfield Academy also gives students an opportunity to gain expertise in backstage production techniques like lighting, special effects, audio, props, etc. as they make a valuable contribution to successful theatre productions.
Brookfield Academy's Fine Arts Program has produced brilliant results. Sold out performances of the annual spring musical, fine arts shows that display the award-winning works of talented visual artists in all three divisions, and enchanting choral concerts are all part of a program that offers students the opportunity to challenge, grow and stretch themselves in ways that will positively impact them in the future.
Brookfield Academy is excited to discover and develop the creative artist that lies within each and every child, and provide performing arts memories and experiences that will last a lifetime.


'Computers are now part of everyday life. For most of us, technology is
essential to our lives, at home and at work. ‘Computational thinking’ is
a skill children must be taught if they are to be ready for the workplace
and able to participate effectively in this digital world.'
Simon Peyton-Jones Chairman, Computing At School
Computing refers to a range of information and communications technology which include:
- Interactive whiteboards
- Email facilities and video conferencing
- Sound recording and processing equipment
- Digital and video cameras
- Control devices
- Roamers and beebots
At Chudleigh, we believe that computing has the potential to enrich both teaching and learning and therefore staff work hard to embed computing across the curriculum. Hardware and software is used regularly by both teachers and pupils to analyse, process, communicate and present information.
Children receive weekly computing lessons, during which the computing curriculum is taught. They also use computing on a daily basis within their own classrooms using either Ipads (EYFS- Year Four) or Chromebooks (Years 5 and 6) as each year group has an allocated amount, which are readily available. We have interactive whiteboards fitted in each classroom and in two small group areas. Each class has its own networked computer.
National Curriculum for Computing
The new National Curriculum 2014, introduced a change from ICT to Computing. This has been developed to equip young people with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives.
Through the new programme of study for computing, children will learn how computers and computer systems work, they will design and build programs, develop their ideas using technology and create a range of content.
The focus of the new programme of study moves towards programming and other aspects of computer science. This begins right at the start. By Key Stage 2 (ages 7 to 11) they’ll be designing, writing and debugging programs using fairly sophisticated concepts of sequence, selection, variables and repetition.
This is taught through three aspects:
1. Computer science (CS) - The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.
Children can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
2. Information technology (IT) - Children can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
3. Digital literacy (DL)- Children are responsible, competent, confident and creative users of information and communication technology. Allowing children to use, and express themselves and develop their ideas at a level suitable for the future.
The school’s Computing co-ordinator is Miss Suzanne Wright and the Computing technician is Mrs Chanda Solway. Please do feel free to contact us should you have any questions about this subject.


(Issue Series 2)
Ah, the age-old question.
Many schools have done away with music programs.
This is a bummer.
Music is what life is all about. Let’s start with some cold hard facts. Or at least assumptions.
Music is a great outlet for people and is especially helpful in schools. Here are a just few of the many benefits, according to 20 Important Benefits of Music in Our Schools:
- Musical training helps develop language and reasoning
- Increased coordination
- Emotional development
- Students learn pattern-recognition
- Musical instruments can teach discipline
- Better self-confidence
The point of this list is to show you that music is a really important thing to feature in the classroom. For this post, I’d like to question whether all teachers should be required to have knowledge of music so that any teacher can engage in music therapy when need be. Since music is not a part of many schools’ curriculums, I think it should be introduced where it can and when it can.
Now let’s look at why teachers educated in music are beneficial to the school system. According to Why Preschool Teachers Need Music Education in Their Classrooms, Wendy L. Sims, Ph.D. says that it is important to provide musical environments for young preschool age children because “this is a critical period of growth in their musical skills and understanding.” Music provides a basis for interest in learning, and music therapy is a creative outlet in which children can release anxiety and get in tune with themselves.
Dr. Sims goes on to explain that many early educators are ill-equipped in implementing music education into the classroom. “Often child development or early childhood education programs do not require even basic music proficiency or music teaching methods coursework in their curricula,” says Dr. Sims. Basically, preschool educators are not required to know a thing in regards to music. Playing soothing music during nap time is not enough to stimulate a child’s mind. They need to participate in music in order to gain skills and knowledge that they can use toward the future to solve problems and deal with anxieties.
Though it is not a required part of the curriculum and teachers are not necessarily trained in music, many engage their students by singing songs during group time (usually first thing in the morning and again toward the end of the day), move and dance with students, provide a music center where children can explore sound making objects, etc. This allows students a creative outlet while improving their academic performance and student engagement.
Why wouldn’t we teach music in schools? It’s literally proven to improve test scores, increase IQ, and help with language development, among a bunch of other things, according to The Benefits of Music Education.
So, back to the question at hand; should teachers be required to have musical training? What do you think? I think yes. I mean, it wouldn’t hurt. It would almost help. Even if funding is the problem, maybe this solution can take out the middle man of music teachers themselves so it’s kind of a win-win for the school system. Kids receive their much needed musical outlet, and teachers are well equipped to give them this outlet.


Rationale: In order to understand written and spoken language, children should be exposed to phoneme awareness. This lesson will help children to spell words by helping them associate letters with sounds. If children are able to isolate sounds they will be able to match it with the corresponding letter. In this lesson, the focus will be to help children identify ch=/ch/.
Materials: Primary paper, pencil, chart with "Chuck chipped chunks while chopping chocolate", Chica Chica Boom Boom by Bill Martin, and a word list including: chin, chop, chat, such, lunch, and chip.
1.The lesson will be introduced by showing how words are created by combining letters in order for us to speak, read, and write. The letter combination we are going to learn today is ch.
2. Ask students: Have you ever heard someone refer to a train as a choo choo train? Well, /ch/ is the sound that is formed when the letters "c" and "h" are combined. Let's practice, /ch/, /ch/, /ch/. Good!
3. Let's try a tongue twister on a chart: "Chuck chipped chunks while chopping chocolate". Now, let's say it together. This time lets hold the /ch/ sound a little longer. "Ch..uck ch..ipped ch..unks while ch..opping ch..ocolate".
4. Now lets take out our primary paper and pencil. We can combine the letters "c" and "h" to make the /ch/ sound. To make a "c", start a little below the fence line, come up to the fence line and make a half circle down to the sidewalk. To make the "h", start at the sky, come straight down to the sidewalk, come back up to the fence line and curve back down to the sidewalk (this will be modeled). Now I want you to make five more just like it. Remember that ch is the signal for you to say /ch/.
5. Call on students to see what they know and how they answered: Do you hear /ch/ in chin or thin, top or chop, teach or team, peel or peach? Let's practice, say /ch/ if you hear the /ch/ sound and no if you do not. "Chuck, chipped chunks while chopping chocolate."
6. Read: Chica Chica Boom Boom will be used for shared reading and the class will discuss the use of ch in the story. Once the book is finished, some pages will be read a second time and the students will raise their hands when they hear the /ch/ sound.
7. For assessment: The students will get a picture page and they will name each picture. Then the students will write ch under each picture whose names contain the /ch/ sound/.
Eldredge, J. Lloyd. "Types of phonics instruction to
Provide for Children". Teaching Decoding in Holistic
Classrooms. New Jersey: Prentice-Hall, 1995 (p.48).
for Beginning Readers. "Donât wake the Baby" by Debbie
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Free and compulsory education for all children was listed as an individual's rights very recently. It is hoped that by passing this law not only will the education system of the country become better but also the pace at which infrastructure across the country is developing. The government of India passed this act in the year 2009.
Details of the RTE Act & Government steps prior to that:
This Act was brought into being by the eighty sixth amendment of the Constitution of India in 2002. This law mandates that all children between the age of 6 and 14 have a right to free elementary education. The onus of providing the free education falls on the government or the local body (which ever has jurisdiction). The law further ensures that the children do not have to pay any fees for the education they receive.
Before taking up free and compulsory education for children in India and turning it into a law, the government did try various other schemes like the mid day meal scheme and the financial assistance scheme. The mid day meal scheme of the government included feeding children the afternoon meal for free.
The main purpose of this meal was to increase the attendance level at schools by providing the meal as an incentive. This scheme of the government worked like magic and the attendance levels did rise. But one problem that came out of this was that the food quality was really poor in some cases. In most areas the food material was supplied by the ration stores and the food was cooked at the school premises.
The food that was often supplied by ration stores was below quality which resulted in many children falling ill. This fire caught wind when the national media highlighted the issue which resulted in attendance levels dropping. When it came to the financial assistance scheme it was doomed from its very onset. The scheme included children being given money each time they came to school.
This scheme was run mainly in the urban and semi urban areas. In these areas the children who live in the slums have to work during the day time to make a living which does not allow them to come to school. The government thought that by providing financial assistance the children would not need to work and would attend school. What happened in reality was that the children did come to school to collect the money and left soon after.
Future for the students:
With the passing of this the Right to Education (RTE) Act, 2009 the local bodies are now legally bound to find new and innovative ways to provide children with elementary education. Very often children that do end up in schools and complete their elementary education do not find jobs.
The government is currently developing some vocational institutes to provide vocational training to these youth and make them job worthy. The government has also started recruitment drives for lower level staff (those that are meant specifically for people with basic education).


With Food in Mind was founded in response to high rates of childhood obesity and low rates of access to art education in low-income communities and communities of color.
In the United States, nearly one in three children are overweight or obese. The numbers are even higher in low-income areas and in communities of color. Nearly 40% of the children in African American and Hispanic communities are overweight or obese, placing them at greater risk for heart disease, cancer, diabetes, and other illnesses.
Also affecting young people’s well-being is the scarcity of arts education programs. National data repeatedly suggests that the child groups most afflicted by obesity are the ones who also suffer disproportionally from cuts to K–12 public school arts education. Years of research show that arts education is closely linked to social and emotional development, academic achievement, civic engagement, and equitable opportunity.
With Food in Mind programs are guided by the belief that positive food choices begin with knowledge and that can be filtered through visual art to address both of these issues at once.
To learn more about With Food in Mind, read the Good Food Jobs interview with our founder and watch her TEDx Talk below.
Visual art offers countless opportunities to engage people in learning about the foods we eat and where they come from providing points of entry into math, science, history, geography, and many other disciplines.
Young people who are informed about food—where it comes from, how it grows, and the many ways to prepare it—are better equipped to make healthier eating choices as adults.
We learn best when all of our senses are engaged. Multi-sensory learning creates a lasting impression and is the ideal educational experience. When students are able to see, touch, speak, hear, and taste they learn to make connections between materials and subjects, as well as differentiate physical properties. Multi-sensory learning leads to rich and engaging experiences.
Kitchens and cooking hold many valuable life lessons and skills: failure, success, confidence, responsibility, patience, effective communication, the importance of safety and planning, and so much more. Food also plays a pivotal role in our individual and collective identities in terms of race, ethnicity, nationality, class, gender, and body image.
Creativity is a main ingredient of inspired future generations. Inspiration occurs when people see that there are more possibilities tomorrow than they realized there were yesterday.
Arts education should not be a luxury. Children’s involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, verbal skill, improved motivation, concentration, confidence, and teamwork.
Artists are critical to the future of education. Learning creative practices can not only enrich the lives of students, but offer new ways to help them engage in other subjects such as math, science, and history.


teachers to deliver the test this June, but also has lots of useful tips and advice to support the overall literacy development of children with SLCN.
Why you should read it?
The phonics checklist, also known as the phonics test or phonics screen, is being administered to Year 1 children from June 2012. The Department for Education has supplied universal guidance for administering the checklist and for interpreting and responding to the results. There are, however, implications for many children with special educational needs (SEN) and particularly those with SLCN.
The term ‘speech, language and communication needs’ (SLCN) is used to describe a wide range of issues that make it difficult for children to communicate with others.
SLCN is the most common SEN identified by primary schools (26.5%) and is a feature of many other areas of SEN, such as hearing impairment, learning difficulties and autistic spectrum difficulties. SLCN is also the most common childhood disability: 10% of all children have SLCN as a long term need. Evidence also shows that in areas of social deprivation 50% of children may enter school with delayed language. SLCN is often under‐identified. This guide, put together with the expertise of nearly 50 of specialist organsiations, will support teachers in
delivering the test but also in overall literacy development of children with SLCN.
How is the guide structured?
Communicating Phonics provides a general overview of issues and then detailed information on 14 different types of SLCN, with a particular focus on the phonics test. It also gives details on how to interpret the outcomes of the test and support the literacy development of children with SLCN.
We know how busy teachers are so the guide has been organised so that teachers can dip in to get to the information they need. This includes:
- General principles
- A quick reference table
- Detailed information on particular SLCN, and how they relate to the test
- Links to a glossary of terms and resources on speech, language and communication
Download the guide at www.thecommunicationtrust.org.uk/phonics


Erikson’s Early Math Collaborative expands an innovative math program for educators of infants and toddlers
Math All Around Me is working with teachers on strategies to help children 3 and younger develop foundational skills that are the precursors to more complicated mathematical thinking.
For the past two years, Erikson Institute’s Early Math Collaborative has been working with early childhood educators as part of an innovative program to help foster important mathematical thinking and problem-solving skills in infants and toddlers. Now, the program is expanding.
Math All Around Me (MAAM) launched in 2014 as a joint initiative with The Ounce of Prevention Fund to understand “precursor concepts” that children age three and younger comprehend and lead to more complex mathematical thinking later in life. Through a second phase of MAAM now underway, the Collaborative will provide professional development to 50 educators in the Chicago area who work with infants and toddlers. Learning labs will help clarify what mathematical thinking looks like in infants and toddlers and how educators can support it in the classroom.
“Nobody else is doing this work focused on children age 3 and younger,” says Mary Hynes-Berry, Ph.D., content leader for MAAM and longtime member of Erikson’s teacher education faculty. “There is existing research that focuses on cognitive development and the formation of early math thinking, but we are the only ones researching how adults can foster this type of thinking in young children.”
Since it was established in 2007, the Collaborative has been a national leader in transforming the understanding, teaching, and learning of foundational mathematics for children age 8 and younger. Through professional development programs, research, publications, conference presentations, and a robust online presence, the Collaborative helps early childhood educators acquire knowledge of early math content and approach the teaching of foundational math concepts with confidence to provide children the foundation for a lifetime of mathematical learning and thinking.
The idea of teaching math to young children — particularly infants and toddlers — often makes teachers anxious, Dr. Hynes-Berry says. But through MAAM, they learn that foundational math is not always about numbers, but rather about logical processes, such as making comparisons between objects, identifying attributes, and perceiving patterns and change — experiences for which infants are born “hard-wired” to understand.
But because the brain develops on a “use or lose it” imperative, MAAM works with teachers to give them strategies for how to interact with babies and toddlers in ways that support use of these precursor concepts so that children enter preschool primed to develop explicitly mathematical thinking and skills. Teachers learn that activities like exploring objects with a child and talking about sensations or characteristics of the items the child finds pleasing help develop precision and logical thinking skills that are the foundation for later math learning. When teachers have a better understanding of the thinking that is developing in a child, they can be more intentional about what they say and do, providing language that names important ideas and experiences that inspire them.
“It is important to help children read the world around them and think about it in a systematic, logical way,” Dr. Hynes-Berry says. “For example, learning how to differentiate between attributes is a precursor to counting. You can’t answer ‘how many’ unless you know how many of what.”
During the second phase of MAAM, the Collaborative also will conduct research that demonstrates the program’s impact on teachers and children. Acquiring data and measuring the program’s effectiveness will help establish a greater understanding of early math learning and potentially lead to the widespread use of teaching techniques that further mathematical thinking in infants and toddlers and lead to greater academic achievement as children get older.
In the future, the Collaborative will use its findings from phase two of MAAM as the basis for developing materials for educators that are focused on math learning for children from birth to age 3. These tools would complement the Collaborative’s existing materials that focus on children age 3 to 8, helping clarify an early math learning trajectory through all stages of early childhood.
“If we change how educators and caregivers working with infants and toddlers think about math and help them become aware of how they can interact with children in ways that foster mathematical thinking, that’s where the real impact lies,” Dr. Hynes-Berry says.
Erikson’s Early Math Collaborative and MAAM were launched thanks, in part, to significant support from the CME Group Foundation. The CME Group Foundation and the Pritzker Children’s Initiative will support MAAM throughout its second phase.


Getting to know local pediatricians (and/or the pediatrician’s staff) and leaving information about your program in their offices can be a good way of marketing your program. You can reciprocate by providing a resource area in your program for parents, including materials provided by the local pediatricians and other professionals. (Remember, make sure it’s just a referral and not a recommendation.)
A recently released policy statement on Literacy Promotion from the American Academy of Pediatrics provides another opportunity for partnership. The policy statement explains to pediatricians why early literacy development is so important and how to counsel parents on best supporting this development. Pediatricians are encouraged to :
- Inform parents about the importance of reading out loud to their children from the time they are born
- Counsel parents about developmentally appropriate shared-reading activities (like dialogic reading)
- Provide developmentally appropriate books for high-risk, low-income young children
- Provide resources for parents about literacy—informative posters and handouts, library information, etc.
- Partner with other child advocates (like you)
While pediatricians can be a great literacy resource for parents, they are medical professionals, not education professionals. As an early education professional, you can be a resource to the local pediatricians to expand their knowledge on early literacy and to answer any questions they or their clients may have regarding best practices in early learning. Perhaps you could provide recommendations on which books they could offer to children of various ages, donate some inexpensive books or bookmarks, or provide parent handouts with early literacy suggestions. Just make sure your contact information is on everything you provide!


Through reading Priscilla Frank’s “How 100 Years of Advertising Created the ‘White American Woman,'” and discussion in class, I have began to ponder on what Americans, in modern times, think of women. I remember seeing one of the best advertisement techniques by UN Women that expresses the belittlement of women. In their campaign, they typed into a simple search engine “women are/shouldn’t/need…” and each advertisement presents a different idea. After reading what each search engine’s top searches were, it became clear to me that America has this idea to “[put] a woman in her place,” (Frank). Read through these advertisements and analyze the prejudice bestowed upon women.
How is it just to criticize women for their own existence. Is it not a Constitutional right that all men and women are created equal? Is it not a right for a woman to vote? Have we not moved past ancient times of a woman staying at home and devoting her life to a male? I firmly believe that through the ages, women have earned their right to inhibit on the same level as men. We have been just as intuitive, innovative, passionate, driven, and more. Women have encountered physical and mental abuse for years for just being a woman; however, each time, it seems as if the negative actions bestowed upon women only empower us to succeed even more. Every hard obstacle women have encountered has allowed progression for the future.
We viewed this advertisement in class. This specific advertisements suggests that a woman is not worthy of anything more than staying in the kitchen or tending to her husband’s every need. In modern society, jokes thrown around about how a woman belongs in a kitchen or how someone throws like a girl only brings us a step back. As a progressive nation, we need to be a leader to the world in showing innovative thinking. It is unproductive for our nation to reverse times. Think of all the advancements women have brought to the world: a car heater, life raft, fire escape, solar heating, medical syringe, modern electronic refrigerator, ice cream maker, computer algorithm, multiple telecommunications technology, dishwasher, computer software, beer, and so much more (Buzzfeed). Without the help of women, modern luxuries would not exist.
Not only are women innovative but they are confident and strong too. Think of all the women who have stood for rights: Rosa Parks, Mother Teresa, Oprah Winfrey, and Jane Addams to name a few. Their ability to stand up for what they believed in help movements of race, poverty, injustice, social reforms, and all the other topics Oprah Winfrey covers.
Another modern woman who has made incredible efforts to benefit education is Michelle Obama. She has fought hard for schools to endorse art education, provide healthy lunch, and countless support for girls in school. She understands the hardships girls encounter while getting an education whether it is mental or physical. It seems that this ideal of girls sticking together powers the future for a new generation – the women’s generation. As Beyonce has said, “Who run the world? Girls.”
Why is it that America still ridicules women? Is it because “she’s precious, she’s innocent, she’s privileged, she’s pure,” (Frank)? Have we not shown our strength through our years of efforts for equality? Or maybe its because “she’s disenfranchised and oppressed,” (Frank). There are still constant battles for equality through this idea of feminism. Not only do women accept and support it, some men do too. One thing is for sure, women will never back down until we are equal.


Although we are Chinese by ethnicity, both my husband and I are native English speakers who are more comfortable speaking English in everyday situations. In our hectic schedules, how do we teach our child to appreciate the Chinese culture here and speak mandarin fluently when she grows up?
Being able to speak fluent mandarin has proven to have become more practical in recent times. China’s influence is growing over the world and the region. Moreover, it’s part of the Singapore Chinese cultural identity which exists and has thrived within the rich racial and cultural diversity in our sunny metropolis.
However, according to findings by the Straits Times, English has become the main language spoken at home in Singapore. While effectively bilingual households exist, the number of families speaking mostly English has superseded that of those who speak mandarin. Raising a bilingual child while speaking only one language may seem to be a challenge, but it is not impossible. All it takes is some encouragement from home and positive influence externally.
Starting young gives them the advantage they need
Research has also shown that children who are immersed in a second language from an early age are more likely to do well in language and literacy development.
From a tender age, give your young tot exposure through interactions with Chinese speakers, watching Chinese cartoons and educational shows, or placing them in a bilingual environment. For parents who are not comfortable that their own level of Mandarin to kick start their child’s learning journey, consider placing him/ her in Chinese playgroup, nursery or kindergarten. MindChamps Chinese PreSchool provides a platform, with most of the core and enrichment programmes at MindChamps Chinese PreSchool being effectively bilingual for all levels, starting from playgroup to kindergarten 2.
Be immersed in Chinese culture from a young age
Pick up a calligraphy brush! Learn the intricacies of Chinese tea appreciation. Or check out a riveting Chinese opera in Chinatown.
“Chinese folk art forms are rich and colourful, and they follow the characteristics of children's physical and mental development, life experience and operational ability to choose from some interesting folk art types,” says MindChamps Chinese PreSchool Curriculum Trainer, Chen Ying.
This immersion in Chinese could be the missing link between communication and cultural appreciation in Mandarin. It’s through the initial contact, participation and experience, that children can cultivate a love for Chinese, and also be exposed to different language mediums. These are beliefs that are at the center of MindChamps’ curriculum, which includes a Chinese Culture Appreciation programme.
Mummy and Daddy can do it too!
Children take after their parents. And as our tots’ key influencers at home, we play a key part in how they spend their time at home. Outside of school, parents can ensure that the Mandarin learning journey continues by emphasising comprehensiveness, and integrating activities in different areas, such as reading and writing.
“At MindChamps, children come from school every week with a Chinese book for parents and their children to read together. This helps develop children to listen to the ability to enhance the child's ability to understand the ability to exercise language, while enjoying the fun of reading Chinese books,” says Chen Ying.
She also recommends taking children on field trips, while conducting the bulk of the dialogue in Mandarin. For example, most displays at the Singapore Zoological Gardens are in Mandarin. This helps children get stimulated and forming word associations - through English, moving live animals, and Mandarin.
Be Consistent and Persevere
Keeping a preschooler’s consistent interest and inclination for the Chinese language requires plenty of perseverance and patience on their parents’ parts. When the going gets tough, always be mindful that you are playing an important part in laying the foundation for your child’s future for this beautiful language that is Chinese!
Article written by MindChamps Chinese PreSchool Curriculum Team


A child’s journey to building strong language and literacy skills starts in infancy and continues through the early childhood years and beyond. Caregivers are essential partners for children on the path to language and emergent literacy development. The journey begins when caregivers respond to, talk with and read with infants, toddlers and preschoolers. One great author and illustrator of children’s books is Eric Carle. His simple text and colorful illustrations draw children in and encourage repeated and independent reading. In addition, his books provide real information about animals and serve to spark the creativity and curiosity in children. Here are a few recommendations:
Brown Bear is a wonderful story with a simple repetitive text. Choosing books with stories that repeat words or phrases helps children learn new words and pronunciations through repetition. This book has beautiful illustrations painted by Eric Carle, which encourage the review of colors. The rhythm of the story draws children in and allows them to remember the text and recite it, which is one of the beginning stages of reading.
Again with his beautiful illustrations, Eric Carle introduces some more interesting animals. With each one, he introduces what each animal can do, from the kicking donkey to the hip shaking crocodile. Children are encouraged to move like each animal and to discover what their own bodies can do. Each page ends with “Can you do it? I can do it!” teaching children to try and to be proud of their accomplishments.
This story introduces children to a chameleon. Children will learn how a chameleon changes colors and uses his sticky tongue to catch flies to eat. But the chameleon wishes that he could swim like a fish and run like a deer and with each wish, he adds a part of those animals to his body. By the end of the story he realizes that it is best to be yourself. Children will hopefully learn this same lesson as they realize that they are each special in their own way.


Presentation on theme: "CONSTITUTION ? Constitution – Fundamental /Supreme law of the land. Any law/Act not in conformity with constitution can be set aside by the Supreme Court."— Presentation transcript:
CONSTITUTION ? Constitution – Fundamental /Supreme law of the land. Any law/Act not in conformity with constitution can be set aside by the Supreme Court or High Court.
FUNDAMENTAL RIGHTS ? Embodied in Part III of the Constitution, guarantees civil rights to all Indians. Seven fundamental rights were originally provided by the Constitution Article 14 to 32 deals with fundamental rights.
FUNDAMENTAL RIGHTS Right to Equality Right to Freedom Right against Exploitation Right to Freedom of Religion Cultural and Educational Rights Right to constitutional remedies Right to property – Removed in 1978,44 th amendment
Part IV Directive Principles of State Policy Article 45 Provision for free and compulsory education for children *The State shall endeavor to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. (*Amended)
Problem PART III : FUNDAMENTAL RIGHTSPART IV DIRECTIVE PRINCIPLES OF STATE POLICY JUSTICABLENON JUSTICABLE If an issue is justiciable it means that a court does indeed have jurisdiction and is empowered to hear the case and issue a ruling.jurisdiction
86th Amendment Act 2002 (i) added Article 21A in Part III (fundamental rights) (ii) modified Article 45 (iii) added a new clause (k) under Article 51A (fundamental duties), making the parent or guardian responsible for providing opportunities for education to their children between six and 14 years Article 21A makes it mandatory for the State to provide free and compulsory education to all children from the age of six to 14 years (fundamental right).
The Parliament enacted the Right of Children to Free and Compulsory Education Act, 2009 to give effect to this amendment. (*Applicable to whole of India except the state of J&K)
Right to Education Act, 2009 Free and compulsory education to all children of India in the six to 14 age group. No child shall be held back, expelled, or required to pass a board examination until completion of elementary education. Provides for 25 percent reservation for economically disadvantaged communities in admission to Class One in all schools except unaided minority schools. School teachers will need adequate professional degree within five years or else will lose job. School infrastructure to be improved in three years, else recognition cancelled. Financial burden will be shared between state and central government. No teacher shall engage himself or herself in any private tuitions.
Right to Education Act, 2009 In a landmark judgment on April 12, 2012, the Supreme Court upheld the constitutional validity of the provision in the Right to Education Act, 2009 that makes it mandatory for all schools (government and private) except unaided minority schools to reserve 25% of their seats for children belonging to “weaker section and disadvantaged group”.Right to Education Act, 2009


Search by timeline
- Treasury of Charles I provides ?100 to fund an art school, circa 1635
- Sir Godfrey Kneller set up an art school, 1711
- William Hogarth establishes St. Martin's Academy
- Royal Academy of Arts established in 1768, Sir Joshua Reynolds first President
- Govt. votes funding for a Central School of Design, 1836
- Government School of Design opens in Somerset House, 1 June 1837
- Birmingham School of Art established as Government School of Design in 1843
- Norwich School of Art established 1845
- Pre-Raphaelite Brotherhood started in 1848 by Dante Gabriel Rossetti, John Everett Millais and William Holman Hunt, as a reaction against 'stale, formula-driven art' of Royal Academy
- Belfast School of Design established 1849
- Great Exhibition
- Saint Martin's School of Art established 1854
- Brighton School of Art established 1859
- Slade School of Fine Art opens 1871
- Arts and Crafts Movement becomes active
- W R Lethaby first principal of Central School of Art, London 1896
- Euston Road School established 1937
- Committee for the Encouragement of Music and the Arts (CEMA) established, 1940; CEMA incorporated as Arts Council of Great Britain, 1946
- Young Contemporaries exhibition series established 1949 to show the work of graduating artists
- Henry Moore winter International Sculpture Prize, Venice 1948
- Henry Moore winter International Sculpture Prize, Sao Paulo 1953
- An ICA exhibition 'The Developing Process' documents art educational approach reflecting Bauhaus influence, 1959
- In 1960 a National Council for Diplomas in Art and Design (NCDAD) established to validate bulk of art and design courses at degree-equivalent level in UK.
- Fine art associated in public mind with design, style and prominence of London on international stage
- Early efforts to develop creative uses of modern technology within fine art curriculum
- Hubert Dalwood prize winner , Venice, 1962; Roger Hilton winner UNESCO Prize, 1964; Anthony Caro winner First Prize for Sculpture, Venice, 1966
- Staff/student takeover at Hornsey College of Art, May 1968
- Bridget Riley winner of International Painting Prize, Venice, 1968
- Establishment of polytechnics, into which many former art schools digested; controversy erupts with walkout of majority of members of Fine Art Panel of NCDAD 1971
- NCDAD passed responsibility to Council for National Academic Awards (CNAA) in 1974 - candidates able to gain honours or Masters degree in art and design subjects. Art collection assembled and gifted to CNAA.
- Process of recognising fine art's valid place within the higher education system leads to award of first PhD in Fine Art by CNAA in 1978
- In 1974 the New Contemporaries annual series of exhibitions show work of graduating artists at Whitworth Gallery in Manchester.
- Publication of results of enquiry into Arts and Higher Education (Ed. Robinson, 1982)
- National Advisory Body seeks reduce fine art provision at degree level in UK, 1983
- Establishment of subject association (National Association for Fine Art Education), 1985
- Establishment of The London Institute, 1986
- Frank Auerbach winner Leone d'Oro, Venice, 1986
- CNAA art collection refurbished, catalogued and exhibited in London, 1992.
- Richard Hamilton winner Leone d'Oro, Venice, 1993; Rachel Whiteread winner of Turner Prize 1993 and medal, Venice 1997; Damien Hirst winner Turner Prize, 1995; Chris Ofili winner turner Prize, 1998
- Arts and Humanities Research Board (AHRB) established, 1998
- Second exhibition of CNAA collection accompanies seminar to launch National Collection proposal, 1999.
- National Art Collection established by JISC, 2003
- Chris Ofili to represent Britain, Venice, 2003
- AHRB to become Research Council
Click on an area of the timeline above for detailed results.


Picture books capture children’s attention while building essential literacy skills. Get started with book recommendations, resources and a library lesson plan from LibrarySparks.
Yearly Archives: 2014
School librarians have the opportunity to position themselves as essential and irreplaceable. Read real stories about 2 associate professors who thought school librarians deserved more respect. Watch their advocacy video to see why principals appreciate school librarians.
According to researchers, children’s participation in unstructured playtime is crucial to laying a foundation for literacy success. Learn how to maximize the positive effects of play through storytimes and parent involvement.
See how librarians can promote early literacy skills through enriched storytimes. During these storytimes, librarians model activities that parents and caregivers can practice at home with their children to boost reading readiness.
Fall into some great ideas for kids, teens and adults alike with our November activity calendar! You’ll benefit from new angles to engage readers and your community with your library.
Educators have students take a second look and even a third look at texts. This deeper study of text is called close reading, and it’s helping prepare students to meet the text analysis requirements of the Common Core State Standards. But, how can you help students get the most out of close reading? Read this post to learn more about effective close reading strategies.
View a clever infographic showing survey results from real librarians about customers’ needs for digital content, community engagement and programming and what librarians are doing about it all.
In this first of 4 articles, find out how to use signage to enhance your spaces and reinforce your merchandising and service models. This blog post moves you closer to mastering the art and science of wayfinding and provides resources and ideas for effective and practical signage solutions for your library.
Sue McCleaf Nespeca, a youth services librarian and early childhood education expert, has traveled across the country to train librarians in research-based best practices for early literacy learning. During her travels, she heard a common plea: How could librarians incorporate best practices into storytimes? Learn more about how Sue turned research into action with The Very Ready Reading Program.
Sound familiar? Crucial need for family literacy services. Limited resources. See how a new storytime for kids approach was the solution for a Washington library.
What do your favorite clothing store and your library have in common? Answer: strategic displays — “merchandising” your collection stimulates interest. Master the art of display.
Studio 300 is Fountaindale Public Library’s answer to what their community needs in a space that allows creation and collaboration. While there is never a typical day at Studio 300, there is a common theme. Patrons use lab resources to curate, create and share their own stories.
Whether planning a space on your own or working with a design team, the elements you include work to bring a space to life. Appropriate colors, fabrics and finishes can also help a space stand the test of time.
Want budget-friendly library design ideas? Assessing what you have, rearranging furniture and applying a little creativity can go a long way to refresh your library. Guest bloggers, Dan Meehan and Renee Moldovansky with HBM Architects provide new insights into assessing the possibilities in your library.
Solve the mystery of what books to recommend to your inquisitive young readers with these fiction and nonfiction children’s mystery book recommendations.
Start a conversation about bullying while teaching students crucial literacy skills. Get 10 children’s book recommendations and a free library lesson plan to introduce young readers to the concept of bullying.
Recent research in education, cognitive psychology and neuroscience show music and literacy go hand in hand. Find out how music is essential for building early literacy skills.
Connect with resources to effectively market your library services, including ideas on how library staff can make positive contributions to marketing efforts.
Strategic signage and graphics go a long way in helping people know where they are and where they’re going. It’s the foundation for efficiency, self-empowerment and a positive experience. Learn more about the art and science of wayfinding.
While the neuroscience behind language acquisition and reading readiness is complex, the pathway to early literacy development is not. All a child needs is a caregiver with basic instruction on some purposeful activities that can be consistently worked into everyday activities.


The growth of image collections in U.S. educational and cultural institutions has evolved since the early days of photography and the image collection at the Cleveland Museum of Art is no exception. Images have played a critical role in the educational and research functions of the museum. In its earliest days, lantern slides played a significant role in the history of the museum. As early as July 1914 Cleveland Museum of Art director, Frederic Whiting, used lantern slides to illustrate his talks on American Museums in order to publicize the new Cleveland Museum. "The Director is prepared to talk before clubs and other organizations on the need of an Art Museum in the Community, either with or without stereopticon slides."1 It was the first time images could be seen by an entire audience.
In 1920 the Cleveland Museum of Art's Lantern Slide Department officially opened with 7,500 photographs, 1,500 lantern slides and around 300 etchings and engravings all donated by various individuals. The goal of the Lantern Slide Department was to provide the museum staff and the Cleveland community with an educational resource for classroom support and lectures for various clubs and organizations. The lantern slides were lent at no cost for no longer than three days.
For the 20th Anniversary Exhibition which opened June 26, 1936, the lantern slides were used for two lecture series in the Museum Auditorium given by Mr. Dudley Crafts Watson. The first ran August 14–16, 1936 and the second ran October 2–4, 1936. Mr. Watson used a portion of the library's Lantern Slide Collection and inadvertently returned to Chicago with four of the slides. He returned the lantern slides with a letter praising the staff of the Lantern Slide Department.
Because lantern slides were considered a necessary educational and research tool, the museum expanded its collection in order to support the mission of continued art education and awareness. In a report to the Board of Trustees, museum Director, William M. Milliken, presented statistics of the Lantern Slide Department, showing that as of June 1, 1939, approximately 2,134,640 slides had been loaned since the Slide Department opened in 1920, a remarkable record of service to the community.2
The early collection's strength "…is especially to be looked to for Oriental scenes. It is weak in paintings. We need especially slides, as we do photographs, showing works of painters of whom we have examples in the galleries"3
The Lantern Slide Department evolved further with the development of 35mm slides. This advancement in film made images more convenient and desirable. In 1956, in a new and larger facility, the Lantern Slide Department began to acquire 35mm slides. Due to their smaller size there was more space to grow the collection. At the same time, the usage of lantern slides slowly declined.
When the Lantern Slide Department moved in 1984, it was renamed the Slide Library and focused exclusively on the 35mm slide collection. Slides were circulated to the museum staff, faculty and students in the CMA/CWRU Joint Program in Art History and Museum Studies, researchers, area educators and any member of the public giving a presentation for educational purposes.
By the time digital technology began to impact the Slide Library in the late 1990's the collection included approximately 500,000 slides representing a comprehensive treatment of the world's artistic and architectural history. In 2000 a project to digitize the 35mm slides began. The current building project dictated that the entire slide collection be digitized in order to provide space for other library needs and services and in 2005 the museum was awarded a U.S. Department of Education grant to fund the digitization of 86,000 slides by an outside vendor. Remaining slides were digitized on-site.
When the Ingalls Library moved to its current location in September 2006, the Slide Library once again changed its name to the Image Services Department.
Currently, the Image Services Department serves all museum staff and CWRU faculty and students in the CMA/CWRU Joint Program in Art History and Museum Studies. The Image Services staff also fills image requests compliant with copyright restrictions for outside researchers.
The Image Services department provides the following services:
- Scanning 35mm slides
- Digitally photographing or scanning images from books
- Scanning transparencies, negatives, and film prints
- Converting, resizing, and cleaning digital images
- Transfer requested images to CD
- Creating PowerPoint presentations of images requested
The library's ability to provide needed images for education and research has continued despite changes in name and changes in technology.
1. The Bulletin of The Cleveland Museum of Art, July 1914.
2. Minutes of the meeting of the Board of Trustees, June 30, 1939.
3. The Bulletin of the Cleveland Museum of Art, September-October, 1917, p. 124


Friday, September 16, 2011
Lessons for Literacy - Promoting Preschool Success: A Book Review
About The Book:
Give preschoolers a strong educational foundation for kindergarten and beyond.Lessons for Literacy is a comprehensive program with successful strategies to help children develop important early literacy skills such as vocabulary usage, rhyming, and letter recognition. Included is an overview of early literacy, pre-assessment checklists and tools to document progress, classroom essentials to help you identify and shape children's basic skills, information on using music for literacy development, strategies for working with families, twenty-eight lesson activities, and blackline masters.
About The Authors:
Harlan S. Hansen, PhD, is a professor emeritus of early childhood education and elementary school classroom management and discipline at the University of Minnesota
Ruth M. Hansen, PhD, was the director of curriculum and staff development for the St. Louis Park School District in Minnesota. Harlan and Ruth, both former preschool teachers, are board members of the Naples Alliance for Children in Naples, Florida, consultants for Head Start programs, and presenters at workshops on early childhood around the country.
I am so excited to share with you, my readers, about another fantastic resource for working with the youngest of learners, preschoolers.
Lessons for Literacy: Promoting Preschool Success is full of fantastic activities to get your child learning while playing and having fun all at the same time!
The book is put together is a fantastically organized manner, and I especially loved the amount, and variety, of assessments included, for both three and four year olds. It is perfect for both child care centers and family child care programs.
The activities are all extremely easy to plan and implement, with each meeting a number of developmental milestones, as they are completed. Through completing the activities your preschool child will learn their home address, learn to draw basic body parts on people, learn to cut and paste appropriately, read simple stories using pictures and/or words, writing first names and initial of last, and so many more great activities to preschool for Kindergarten and beyond.
The reproducible pages are fantastic, and perfect for assessments to include in your children's portfolio's on a regular basis.
The book does include some photos, and my only complaint is that I wish they were in full color, versus black and white only.
I highly recommend this book and give it a huge thumbs up!
BUY IT: You can purchase Lessons for Literacy - Promoting Preschool Success online through its publisher, Red Leaf Press.
***I received a complimentary copy of this book, courtesy of Red Leaf Press, for the purpose of review on this blog. All opinions expressed are my own, and I have not been compensated in any other manner***


Get organized and prepare for your Common Core activities with these helpful labels made specifically for ELA Grade 3.
These Common Core printable labels, with a cute green chevron pattern, can be printed directly on Avery labels 8395. Once you print the stickers, attach them to your file folders. Fill your folders with activities or articles that meet that standard. You can also stick them directly to your planner, activities, or to-do list.
Labels include all ELA standards for 3rd grade, as copied directly from the Common Core Standards (Reading: Literature, Reading: Informational Text, Reading: Foundational Skills, Writing, Speaking and Listening, Language). Type is in Times New Roman, size 13-14.
Be sure to check out our smaller ELA labels too, ideal for file folder tabs - they coordinate and work well together!
Direct link to Avery name badge labels:
It's compatible with:
15395, 25395, 42395, 45395, 48395, 5395, 8395, 88395 labels.
Have questions? Email me at KarenBarrettTPT@gmail.com and I'm happy to help!


Rosehill Students in grades K-6 study art and art history through a biblical perspective knowing and understanding that God is the first and ultimate Artist and Maker of Heaven and Earth. The students will relate art production to the Elements of Art and Principles of Design.
They learn about major movements in art from pre-historic to current contemporary art. Our students learn art appreciation and are given opportunities to use the techniques of famous artists to create their own unique art work. Through this approach, students achieve a more in depth study of art. Grade level projects are designed to give a well-rounded experience with different types of art and media through drawing, painting, printmaking, collage, fiber art, clay and sculpture based on the artist and the time period emphasized.
Students also gain knowledge of art through the implementation of a cross-culture and cross-curricular based approach. They connect art and art history to Math, Science, History and English/Language Arts.
The students will compile a portfolio containing their progressive art work from the entire year. Some of their art work will be sent home through the school year, but a majority will be retained for display, special events at the school and for a select few, the ACSI Art Competition and Festival held in April.
Joanne Van Reeuwyk, professor of art education at Calvin College, lists 18 reasons why art education is so important in elementary:
To participate in the arts is to be fully human.
Art is a way of knowing and a form of communication.
The arts teach problem-solving, risk-taking, creative thinking, collaborative thinking, and innovative thinking. Indeed all of the higher-level thinking skills.
Art helps form multiple perspectives. It gives voice. It helps us identify and express issues that are global, common to all people groups.
The arts emphasize value.
To participate in the arts is to live in culture and in history.
The arts help make sense of the world. The arts help us pay attention.
Art nourishes our emotive side.
Art develops our cognitive abilities.
Art can be (and often is) healing and supportive.
Art teaches limitations, boundaries, yet encourages and promotes creativity and innovation.
Art teaches about how parts belong to a whole—that all parts matter.
The arts incorporate “big ideas,” and cutting-edge curriculum.
Art teaches and reinforces community.
Art celebrates thinking, creating, doing, and living.
Art teaches us how to pay attention to detail as part of a broader spectrum and world.
Art helps keep students in school, motivates them, and increases math, science, social studies, and language scores.
Schools that incorporate the arts show longevity in teachers and enthusiasm on the part of the students.
I believe each individual is designed with a desire to create in some capacity, which is an amazing imprint of our Creator. It is an honor and joy to educate students in the visual arts here at Rosehill Christian!
-Mrs. Broad, Elementary Art Teacher
Providing excellence in Christ-centered education as an extension of the Christian Home
19830 FM 2920 | Tomball, TX 77377 | Phone: 281-351-8114 | Webmaster
Copyright © 2016 Rosehill Christian School


Reading and Spelling Game Cards
The 586 Reading and Spelling Game Cards (sold in packs of ten) have been designed to support explicit and systematic phonics-based reading and spelling instruction. Keyed to the Teaching Reading Strategies reading intervention program, the game cards can also supplement any reading or spelling program. For example, the game cards use each of the sound-spellings found in the Open Court programs.
The game cards are heavy duty cardstock with writable surfaces to allow students to add rare sound-spellings and additional spelling words. The cards are business card size, so they are ideal for spreading out on small surface areas (such as student desks) to play blending and spelling games. Game instructions are downloadable with your purchase.
Reading and Spelling Game Cards include FREE SHIPPING for online orders. Please add 10% shipping/handling for all purchase orders.
Each game card set includes the following:
- 43 animal sound-spelling vowel, vowel team, and consonant cards
- 45 consonant blend cards
- 60 alphabet cards (including upper and lower case with font variations)
- 90 rimes cards with example words
- 108 sight-spelling "outlaw" word cards
- 60 high frequency Greek and Latin prefix and suffix cards with definitions and example words
- 60 vowel and vowel team spelling cards
- 90 consonant and consonant blend spelling cards
- 30 commonly confused homonyms with context clue sentences
- 60 most-often misspelled challenge word cards
The Reading and Spelling Game Cards are used for explicit and systematic phonics instruction and practice. The Teaching Reading Strategies reading intervention program (by the same author) provides whole class instruction, small group assessment-based instruction with 13 diagnostic assessments and targeted activities and worksheets, a complete fluency program using YouTube expository modeled readings at three different speeds and levels, and a complete comprehension program. Also check out the corresponding set of 54 Sam and Friends Phonics Books.
Your students will love these game cards!
We Also Recommend
Reading Fluency and Comprehension Toolkit (an eBook component of Teaching Reading Strategies)
Sam and Friends Phonics Books (Guided Reading eBooks to Accompany Teaching Reading Strategies)


Starfall: learn read phonics, learn mathematics, About • privacy • help • contact; the starfall website is a program service of starfall education foundation, a publicly supported nonprofit organization. Into book: teaching reading comprehension strategies, Into the book is a reading comprehension resource for elementary students and teachers.. Reading (process) - wikipedia, Reading is a complex "cognitive process" of decoding symbols in order to construct or derive meaning (reading comprehension). reading is a means of language.
Florida center reading research | florida state university, Mission. florida center reading research (fcrr) multidisciplinary research center florida state university. fcrr explores aspects reading. http://fcrr.org/ Renaissance - -12 learning analytics, Teachers trust renaissance learning analytics solutions k12 assessment, reading math practice increase student growth mastery.. http://www.renaissance.com/ Common core state standards english language arts, Common core state standards english language arts & literacy history/social studies, science, technical subjects. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf


Time and Music Notation
Time and Music Notation
Wikipedia on Music Notation: "Musical notation is any system used to visually represent aurally perceived music played with instruments or sung by the human voice through the use of written, printed, or otherwise-produced symbols . . . "
- There are several problems with this opening attempt at definition of musical notation as presented in this Wikipedia entry.
- First, musical notation does NOT need to be visually representing. Presumably blind people using modified Braille and raised dots, etc. on paper could have a musical notation system. Hence any such notation need not be visual, although the vast majority of such notation can be seen, so is usually visual, generally speaking.
- Second, the music being represented in a musical notation does not need to be aurally perceived (by humans, say) to count as a musically notated system. There can be music that humans cannot hear. Just make the frequency ranges outside of human hearing, but still be music. Such a high frequency music could still be notated, so being auditorily perceivable is again just typical, but not a necessary condition for the possibility of musical notation.
- Third, the Wikipedia entry says the music is played "with instruments or sung." If by instruments is meant musical artifacts alone, then since a musician can make music that is not sung, but still only uses the human body, such as slapping techniques (described below), so the entry leaves out a third way to make music that does not use either singing or a manufactured musical instrument.
Wikipedia on Body Percussion: "Percussion instruments produce their sound when a player hits, scrapes, rubs or shakes them to produce vibrations. These techniques can also be applied to the human body. The body also presents several unique possibilities including the use of inhaled or exhaled air and vocal sounds.
Traditionally the four main body percussion sounds (in order from lowest pitch to highest in pitch) are:
- Stomp: Striking left, right, or both feet against the floor or other resonant surface
- <span style="color:green" Patsch: Patting either the left, right or both thighs with hands
- <span style="color:green"Clapping hands together
- <span style="color:green"Snapping fingers
However, there are numerous other possibilities including: hitting the chest, whistling, slapping or flicking the cheeks with an open mouth, clicking with the tongue against the roof of the mouth, grunting, and hitting the buttocks.
Variations of sound are possible through changing the playing technique. For example, clapping the hands in various positions will affect factors such as pitch and resonance.
Body percussion is used extensively in music education, because of its accessibility—the human body is the original musical instrument and the only instrument that every student possesses. Using the body in this manner gives students a direct experience of musical elements, such as beat, rhythm, and metre and helps a student internalise rhythmic skills. Certain approaches to music education, including Orff, Kodály and Bapne make particular use of body percussion."


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What are the anchor standards? And what does text-based comprehension look like in your classroom? Common Core 101 will be your guide in answering these and other questions on your path to Common Core expertise. Annotated lessons, a glossary of Common Core terminology, and professional development articles on a wealth of topics will propel you to the top of the class.
The Reading Street Common Core, Global Edition 2016 Student Book contains authentic literature, vocabulary, comprehension, research, grammar and writing instruction. It’s also available online via our new learning platform, Realize. The program provides awarding-winning literature at every grade level, a collection of leveled readers, and a new component, Sleuth magazine. The unique thing about our literature is that students will read widely and deeply among a broad range of increasingly complex texts about a central topic. You will also find content knowledge surrounding Science and Social Studies topics.
Reading Street Common Core, Global Edition 2016 makes complex text accessible to all students through scaffolding the instruction and by starting with bite-sized chunks. One of the ways it does this is through the new resource called Sleuth. In magazine format, Sleuth’s purposeful design makes it simpler to teach students the routine to analyze complex text in a shorter passage and then they can transfer that skill to longer text. It’s great for teaching students how to ‘close read’ in bite-size pieces.
Daily and weekly writing tasks prompts students to use text based evidence to support their writing. The writing tasks are scaffolded for students and moves from construction of sentences, to paragraphs to essays that direct students to use text evidence for writing across several texts.
Writing to Sources asks students to dig deeper and write with text based evidence: students will write to a text, compare texts, and write across texts using all three modes of writing.
Take a look at our writing brochure here to learn more about writing resources in Reading Street.
Instruction in Reading Street Common Core, Global Edition 2016 is based on diagnostic and formative assessment. Yearly baseline tests find out what students know to inform instruction for the year. A benchmark test is available for each unit. Weekly tests assess mastery of skill and strategies taught each week. Performance assessment is available each week with the Sleuth instruction and a performance assessment is also provided for each unit. Plus, all of the assessment can be done online and results are tracked toward mastery by skill and standard, for individuals and across classes.
Reading Street Common Core provides sequential, cumulative instruction and practice opportunities for the full range of foundational skills. Phonics instruction in Reading Street Common Core was inspired and informed by the work of early learning experts: Sharon Vaughn, Connie Juel, Edward Kame’enui and Deborah Simmons.
Click here to learn more from our Phonics Brochure.