According to new research published in the Journal of the American Heart Association, people who live in leafy, green neighborhoods may have a lower risk of developing heart disease and strokes. Study researchers from the University of Louisville collected blood and urine samples from over 400 people of varying ages, ethnicities and socioeconomic levels over five-years to assess the impact of neighborhood greenspaces on individual-level markers of stress and cardiovascular disease risk.
News Center Items by Josefina Prieto
Research by Active Healthy Kids Australia (AHKA) has identified that Australian children cannot jump as far as their parents and their sporting abilities and participation rates are declining. Researchers also highlight that children are not engaging in physical activities common to previous generations, such as playing hopscotch, climbing trees and skipping rope.
National Wildlife Refuges announce five fee-free days for 2019. During these fee-free days, thirty refuges that normally charge entrance fees will offer free admission. The National Wildlife Refuge System, managed by the U.S. Fish and Wildlife Service, is the worldâs largest network of conservation lands, encompassing 567 refuges and 38 wetland management districts. Every state and U.S. territory has at least one national wildlife refuge, there is and one within an hourâs drive of most major metropolitan areas.
According to a new study in the journal âEnvironment and Behavior,â rural children are spending more time in front of screens than in nature. The researchers surveyed 543 sixth- to eighth-grade students across rural South Carolina. According to the survey, screen time was higher than outdoor time for almost every demographic group that the researchers examined. Students who reported increased screen time tended to also report lower levels of connectedness to nature.
A nine-year-old boy in Severance, Colorado convinced his townâs board to overturn a long-held ban on snowball fights by citing the benefits of the outdoors to children. Dane Best told the board that todayâs kids need reasons to play outside and that research suggests that a lack of exposure to the outdoors can lead to obesity, ADHD, anxiety and depression. Speaking in front of a crowd of residents and media, Best told town trustees that because of the nearly 100-year-old ban, which classified snowballs as a type of missile, he couldnât throw a snowball without worrying about breaking the law, or getting into trouble.
The National Park Service announced five fee-free days for 2019, applying to the 115 park sites that normally charge visitors. The five free days for 2019 include Martin Luther King Jr (1/21), Day, National Park Week (4/20), National Park Serviceâs Birthday (8/25), Public Lands Day (9/28), Veterans Day (11/11). The number of free days is up by one from 2018, but down from the 10 that were offered for the National Park Serviceâs centennial celebration in 2017.
A new report from Nature Canada titled âScreen Time vs Green Time: The Health Impacts of Too Much Screenâ warns that screen time is having a major negative health impact on Canadaâs children. According to the report, the vast majority of Canadian children are exceeding recommended screen time for their age, and 85 percent of children aged 5 to 17 do not meet the guidelines for adequate sleep or physical activity. The report, which includes input from medical and research professionals, also states that more time spent outside in nature can counteract these impacts
A study from researchers at Western Sydney University aims to promote the well-being of children with challenging behavioral and or emotional needs with adventure in the outdoors. The study, while founded on a small-scale inquiry of nine children aged 11-12, has produced encouraging insights into the possible positive impacts of this novel interdisciplinary approach. The program is based on interactive and outdoor activities including themed nature walks and experiential learning to deal with psychosocial difficulties.
Nearly two million dollars have been allocated to build new nature play spaces as well as upgrade dozens of playgrounds across the Australian Capital Territory (ACT). A community-led forum made the decision in order to enhance childrenâs physical health and well-being by providing opportunities for social skills and motor skill development.


Rhythm Kids - Level 2
Rhythm Kids Level 2 is an exciting music, movement, and drumming class for children in Kindergarten through second grade (ages 5 through 8). Children integrate and assimilate rhythm into their lives, as they:
Learn multicultural drumming patterns
Develop new repertoire on various percussion instruments
Explore movement and dance while singing songs
Play games based on music and drumming
Have fun with a host of rhythm activities
Rhythm Kids follows through on the Music TogetherÂ® vision to help children complete the pathway of early childhood music development from birth through age 8. As part of the Rhythm Kids experience, children and their grownups can enjoy drumming play and practice sessions at home with the help of online play-along videos featuring Rhythm Kids creator Tom Foote. Classes are for children Kâ2 (ages 5 through 8) and include:
10 weekly, 45-minute classes
Animal Collection Songbook and CDs (2 copies) each semester
Access to online video tutorials and play-alongs
Learn, create, discover and explore music, movement and drumming
Enjoy age-appropriate ways to play rhythm instruments (shakers, tambourines, etc.)
Explore traditional drumming patterns through animal names and movements
Experience drumming, song, and dance from around the world (Mali, Puerto Rico, Turkey, etc.)
Find new ways to connect mind, body, and voice through rhythm
Develop skill in improvising, soloing, conducting, composition, and improvisation
Participate in active musical games that are both enriching and totally fun!
This is an instrument - learning class, so your child will need a drum. Please ask your teacher about the special discounts on djembe drums that are available to Music TogetherÂ® families.
Rhythm Kidsâ¢ is an exciting music, movement, and drumming class where children integrate and assimilate rhythm into their lives. Your child will sing, dance, move, drum, and play to songs and beats from around the world. Rhythm Kids is proud to be a part of Music TogetherÂ®, the internationally recognized early childhood music education program. Rhythm Kids classes for children Level 1 (ages 4-5) and Level 2 (K-2nd grade) are currently being piloted in select centers around the United States.
Rhythm Kids - Level 1
Rhythm Kids Level 1 is the next musical step for your preschool child (ages 4â5) with a parent or caregiver. Each week we drum, sing, dance, play rhythm instruments, and begin to play music-based games. Rhythm Kids Level 1 guides children toward developmentally appropriate music and movement activities, where they can begin to take charge, lead others, and be musically creative, as they:
Make up their own drumming patterns
Invent new ways to play rhythm instruments (shakers, sticks, etc.)
Create movement ideas for songs
Even take a drum solo!
Rhythm Kids Level 1 follows through on the Music TogetherÂ® vision to help children complete the pathway of early childhood music development from birth through age eight. Classes are for preschoolers ages 4â5 and include:
10 weekly, 45-minute classes
Animal Collection Songbook and 2 CDs each semester
Access to online drum - play videos and other material
Your child will:
Explore the world of rhythm through movement, instrument play, and song
Develop basic rhythm skills, like keeping beat, improvising, ensemble play, and soloing
Learn to create, cooperate, and express themselves musically
Drums will be provided for the class each week, but if youâd like your child to have a drum to play with at home (and then continue to use in Level 2 classes!), please ask your teacher about the special discounts on djembe drums that are available to Music TogetherÂ® families.


ERIC Number: ED480244
Record Type: RIE
Publication Date: 2003-Jan-13
Reference Count: N/A
Multipurpose Poetry: Introducing Science Concepts and Increasing Fluency.
This lesson introduces the study of insects in science by using poetry. Students work in cooperative groups to prepare choral poetry readings and present factual information on an assigned insect to the class. The choral poetry readings also serve to increase fluency in English-as-a-second-language students. During four 30-minute sessions, students will: participate in choral poetry readings; work cooperatively in groups to create a choral reading of an assigned poem; use a graphic organizer to gather factual information about a particular insect; and present choral poetry readings and research information orally to the class. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A research information sheet is attached. (PM)
Descriptors: Elementary Education, English (Second Language), Evaluation Methods, Graphic Organizers, Group Activities, Insects, Lesson Plans, Poetry, Reading Fluency, Reading Instruction, Science Instruction, Student Research, Teaching Methods
Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: email@example.com. For full text: http://www.readwritethink.org/lessons.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Students; Teachers
Authoring Institution: MarcoPolo Education Foundation.; National Council of Teachers of English, Urbana, IL.; International Reading Association, Newark, DE.


Learning to Ride a Bike
22 May, 2013
Learning to Ride a Bike
As spring began to overtake winter, I noticed an increasing number of children riding their bicycles in my neighborhood. Seeing one father helping his daughter with her new two-wheeler reminded me of my own initial experience with my first bicycle.
The bike I received for my birthday had no training wheels on it, and so I floundered on my first attempts to ride on a spring afternoon. My dad came home from his factory job one day and saw me struggling to keep my balance as I rode the bike. Getting out of the car, he walked over to me and had me get on the bike while he steadied it by grasping the seat. As I pedaled and steered, he ran next to me, holding me up. When I turned, I usually leaned too much or too little into the curve; my dad gave me feedback (heâd say âlean the other wayâ) and supported me by tilting the bike in the opposite direction. After a few trips up and down the block, he gave me a push, let go of the seat, and before I knew it, I was riding without his help. I could ride my bike! Later that afternoon, my father gave me a few more tips on bike safety and expressed how proud he was of my accomplishment.
This experience reminds me of what happens during assisted reading with feedback. A considerable body of theory and research in reading acquisition tells us that the foundational skills in reading (Common Core State Standardsâphonics, word recognition, and fluency) are best developed through instruction followed by practice with support and feedback. When a struggling or developing reader reads a text while simultaneously hearing it read to him or her, the developing reader will eventually be able to read that text (and others) without assistance. An essential key to the assist, however, is to provide formative feedback to the reader in the same way that my father gave feedback to me. That feedback can take a variety of forms: emphasizing a word that was mispronounced, providing the definition to a word or phrase, or briefly discussing the text after reading. The focus is on how well he or she read, or if there is an area of need.
Most learning, it seems, is facilitated by an assist, scaffold, or support provided by another. Learning to read and learning to ride a bike are no exceptions. As teachers we need to find ways to support our readers in their reading while providing formative feedback during and after their reading. When we do so, we will find our students not only making great progress in their reading but also viewing themselves as competent and independent readers.
Categories:Assessment Foundational Skills


What are zines?
"...zines are noncommerical, nonprofessional, small-circulation magazines which their creators produce, publish and distribute themselves." - Stephen Duncombe, Notes from the Underground: Zines and the Politics of Alternative Culture
Why teach with zines?
"Zines...challenge the easily digestible mainstream media. They can open students' eyes to other outlets for information, showing alternate sources and forcing students to see how the accessible information that is often just taken for fact also has origins and agendas." - Amy Wan, "Not Just for Kids Anymore: Using Zines in the Classroom."
Zines and other alternative and underground publications can be used as teaching tools for learners from kindegarten to college. There are zines on just about any topic you can think of, from feminism to sports to politics to cooking. When choosing zines for use in your classroom, think carefully about your student's reading level and the subject matter of the zine. Let students explore zines and their history, and you can teach just about anything, including: English Language Arts, Media Literacy, Art, Social Science and History and even Math and Science!
(to be used in conjuction with Barnard's Election and Protest online exhibit)
The following lesson plans were developed for three different levels of ability, but each lesson plan could be used in any classroom with the appropriate modifcations. Select the lesson plan that best fits your students, or download all three and create your own unit to suit your needs. Each lesson plan was originally developed by Melissa L. Jones, MS Ed, MS LIS, based on her expertise as a public school educator.
Lesson A - What is a zine? What is the value of protest?
Content Areas: English Language Arts, Information Literacy
Level: Intermediate, Grades 7-9
Lesson B - Why zines? How can those outside the mainstream get their voices heard?
Content Areas: Media Literacy, Information Literacy
Level: Secondary, Grades 10-12
Lesson C - How do systems of power repress voices of dissent?
Content Areas: English, History, Political Science, Information Literacy
Level: 12th Grade or Early College
Block, Francesca Lia and Hillary Carlip. Zine Scene: the Do it Yourself Guide to Zines. Lost Angeles, CA: Girl Press, 1998.
Duncombe, Stephen. Notes from the Underground: Zines and the Politics of Alternative Culture. Verso, 1997.
Watson, Esther Pearl and Mark Todd. Whatcha Mean What's a Zine? Graphia, 2006.
Bott, Chiristie. "Zines - The Ultimate Creative Writing Project," English Journal, 92, no. 2 (2002): 27-33.
Congdon, Kristin G. and Doug Blandy. "Using Zines to Teach about Postmodernism and the Communication of Ideas." Art Education. (May 2003).
Daly, Brenda O. "Taking whiteness personally: Learning to teach testimonial reading and writing in the college literature classroom." Pedagogy. vol 5 no. 2 (Spring 2005): p 213-246.
Guzzetti, Barbara J. "Zines for social justice: Adolescent girls writing on their own." Reading Research Quarterly. 39, no. 4 (2004): 408-36.
Sellie, Alycia and Kate Vo Thi-Beard. "Using Zines to Encourage Multiple Literacies," Wisconsin English Journal. v. 47, n. 2. (Fall 2005): 27-33.
Wan, Amy J. "Not Just for Kids Anymore: Using Zines in the Classroom." Radical Teacher. April 30th, 1999.
Freedman, Jenna. DIY Publications and Media Literacy: Zines in the Classroom. Symposium on Media Literacy in Education Conference. Bowling Green, OH. June 2005.
Holdaway, Matt. "A Student's Guide on Zines and Tips on How to Make One."
Williamson, Judith. "Engaging Resistant Writers Through Zines in the Classroom." The Zine and E-Zine Resource Guide. 1994.
Wright, Fred. "The History and Characteristics of Zines." The Zine and E-Zine Resource Guide. 1997.
"Zines 101." Zine World Website. June 2007.


LoveReading has teamed up with Audiobooks.com to give you the chance to get 2 free audiobooks when you sign up. Try it for 30 days for free with no strings attached. You can cancel anytime, although we're sure you'll love it. Click the button to find out more:Find out more
What is music education, and what ought it to be? By challenging narrow and inadequate conceptions of the field, Estelle Jorgensen raises the possibility of alternative views that can dignify the teacher's task, enrich and enliven the profession, and validate an exciting range of additional ways in which music education can be undertaken in the contemporary world. One of the most respected leaders in music education, Jorgensen emphasizes world music and ethnomusicology as equal partners alongside the more conventional sounds and styles that have dominated the classroom. Exemplifying sound scholarship, thorough research, and compelling argument, In Search of Music Education will be especially welcome wherever teachers strive to deal with requirements for responsible music education.
|Publication date:||1st March 1997|
|Author:||Estelle R. Jorgensen|
|Publisher:||University of Illinois Press|
|Format:||Paperback / softback|
|Categories:||Teaching of a specific subject, Music,|
Estelle R. Jorgensen, a professor of music at Indiana University, Bloomington, is the editor of Philosopher, Teacher, Musician: Perspectives on Music Education.More About Estelle R. Jorgensen


Level 3: Series Includes 6 Units. Each Unit builds on concepts mastered in the previous Unit.
Each Unit Includes:
15 Advanced Themed Academic Activities
The advanced academic activities teach math, science, literacy, math and motor skills through a variety of 15 minute activities.
One Multi-Step Academic Project.
The all-inclusive project teach math, science, literacy, art, health/safety, gross motor skills, fine motor skills, music and movement and literacy development in an engaging, multi-step project. Each project guides adults and children through investigating specific questions about the theme. The project supports the child in developing a hypothesis then testing and researching processes to find a conclusion.


Metropolitan Museum of Art
41 minutes to JFK International Airport
The Metropolitan Museum of Art houses an immense collection of art and artifacts that goes back more than six thousand years. A gift from philanthropists Iris and B. Gerald Cantor of securities firm Cantor Fitzgerald, it was created in 1870 in order to bring art and art education to the American people. The Museum opened on February 1872 at 681 5th Avenue.
Presently, âThe Metâ is the largest art museum in the country and one of the most visited art museums anywhere. With more than two million works split up among seventeen curatorial departments, it has a permanent collection. The main building is one of the worldâs largest art galleries along Manhattanâs Museum Mile. There is a smaller second location in Upper Manhattan which keeps a comprehensive collection of art from Medieval Europe. The Met Breuer museum was opened in 2016 at Madison Avenue in the Upper East Side, thus increasing the museumâs art program.
Art from the classical ruins and ancient Egypt, paintings and sculptures from European masters, and a comprehensive collection of American and modern art adds to the collection. Several significant interiors are installed in its galleries from first-century Rome through modern American design.
The Iris and Gerald Cantor Roof Garden is located on the roof of the museum and its cafe and bar is a popular hangout during mild-weather months, especially on weekends. The roof garden features the most spectacular views of the Manhattan skyline from an angle high above Central Park. Some critics have complained that the views takes away from the art on exhibition.
Metropolitan Art Museum is 17 minutes to Bentley Hotel New York.


Music and Art are an important part of our curriculum. Below are some sites that will enhance our curriculum:
- KinderArt This site provides art lessons, art history, art library, and coloring pages.
- Art History for Kids This interactive art site sends participants on an art search through art museums by following clues. It is educational and fun.
- National Gallery of Art Visit the National Gallery of Art in Washington DC and learn about art history
- .Museum of Museums Looking for a museum to visit? This site lists links to current museum web sites in the United States and eventually internationally.
- www.nga.gov/search/index.shtm - National Gallery of Art
- www.metmuseum.org/home.asp - Metropolitan Museum of Art
- www.wga.hu/index1.html - WebGallery of Art
- http://americanart.si.edu/index2.cfm - Smithsonian American Art Museum
- Music Education at Data Dragon Hear and learn about a variety of instruments, learn to read music, find out about music history, and explore the genres of music.


âHaving the human emotions in the palm of its hand most amongst all arts the art with the highest power to enthral people is music.â
Teaching music lessons including the music cultures of our country and the world based on giving a common music repertory that protects, strengthens and develops our national unity and solidarity and thus enable the students to develop as a whole with their cognitive, psychomotor and affective behaviours is the philosophy of music courses in our school. Our students grow up as below individuals in line with this philosophy:
- Uses basic music writing and elements (note).
- Develop their music tastes and cultures by listening to music of different types.
- Respects art and performers.
- He can reach the specified target with the instrument he plays.
- They are individuals who can willingly and voluntarily take part in social activities.
Instrument education is almost an indispensable part of music education. The instrument education starting from the 4th grade in our school is very important in developing certain skills along with abstract thinking skill. Hence, our students are directed to instruments like violin, guitar and percussion according to their talents and wishes and with consideration to their physical skills. Every Student is graduated playing an instrument from KÃ¼ltÃ¼r Koleji
Our students serve in school orchestrates and choruses as a result of the music education they get and find to display their efforts. The concerts performed are amongst the important events in terms of developing the self confidence of the students.


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ERIC Number: ED362930
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
The Curious Learner: Help Your Child Develop Academic and Creative Skills. The Successful Learner Series.
Simic, Marjorie R.; And Others
Designed to show parents how to turn their children's questions into opportunities for learning, this book provides advice, activities, books, and resources which prompt parents and children to remain curious learners. The activities in each chapter of the book will help children find ways to apply what they know and discover their personal interest and abilities. Chapters in the book are: (1) The Curious Learner; (2) Learning Science at Home; (3) Learning Math at Home; (4) Making History Come Alive; (5) Using the Library; (6) Making Writing Meaningful; (7) Appreciating Poetry; (8) Enjoying Art All around Us; and (9) Creative Expression through Music and Dance. Each chapter also presents lists of relevant books for parents, for children (in age categories 4-6, 6-8, and 8-10), and for parents and children to read together. (RS)
Descriptors: Art Activities, Creative Expression, Dance, Elementary Education, Elementary School Students, History Instruction, Learning Activities, Library Instruction, Mathematics Instruction, Music Activities, Parent Child Relationship, Parent Participation, Poetry, Science Activities, Writing Exercises
Grayson Bernard Publishers, 117 E. 6th St., Bloomington, IN 47408 ($9.95); Family Literacy Center, Indiana University, 2805 E. 10th St., Suite 150, Bloomington, IN 47408 ($9.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Indiana Univ., Bloomington. Family Literacy Center.
Note: For a companion book, "The Confident Learner," see ED 340 062.


Life skills are the skills you need to learn to make the most out of life. You canât afford to leave the ânestâ without these basic life skills if you want to succeed; besides thereâs nothing worse than going out into the world feeling overwhelmed and completely ill-equipped to handle your own life.
These are essential skills you need to maintain a healthy body and mind. They enhance your understanding of the world and improve your quality of life. They primarily include how you recognize, manage and cope with your emotions and the emotions of others around you (emotional intelligence); an awareness of the benefits of a healthy diet and the need for exercise or physical activity; and home and personal care skills.
Interpersonal Communication Skills
You need to learn how to properly communicate your thoughts, opinions and ideas if you truly want to succeed. Interpersonal communication skills are skills we use to interact directly with other people to promote understanding and clarification, and to avoid misunderstandings. These skills are particularly important for effective negotiations and for problem solving and decision making especially in the workplace.
Literacy: Reading and Writing Skills
The beauty of these skills is that you donât need to go to school to learn them. If you are determined enough, even if you canât afford an education, you can solicit the help of a friend or relative who has these skills and learn it from them. Being able to read and write is a means to arm yourself with the most powerful tool for success â knowledge. It is also a powerful way to communicate your thoughts and intentions.
You donât need to be great at mathematics or become a rocket scientist to have basic numeracy skills, you just need an understanding of the basic principles of day-to-day numeracy, arithmetic and maths and this alone can open many doors for you. Numeracy skills gives you a great boost in life business wise, they make you more employable, save you time and money, help you avoid being cheated etc.
Life Management and Organization Skills
These include keeping your finances organized, time management, knowing how to live within your means, knowing how to ask for things you want, knowing how to say ânoâ to things outside your plan or budget and how to compromise when necessary, being able to manage your expenses and avoid overspending etc. Until you master these particular skills, your life will continue to control you rather than you being in control of your life.
This is basically being aware of your surroundings, being able to recognize and avoid potentially dangerous situations, being socially responsible and avoiding things like driving while drunk, being sexually responsible and just generally being responsible and being prepared for emergency situations.
Source: Vanguard Newspaper.


ERIC Number: EJ912730
Record Type: Journal
Publication Date: 2010
Reference Count: N/A
"Let It Snow, Let It Snow, Let It Snow!"
Primary Science, n115 p28-30 Nov-Dec 2010
Winter in the UK has, in recent years, brought a significant amount of snow and cold weather. This was the case while the author was a trainee teacher on placement at a rural primary school in Dartmoor early in 2010. The day started promisingly with the class looking at the weather forecast on the interactive whiteboard and having a short discussion about their experiences of snow. Sometime mid-morning it started to snow. The moment the children noticed, there was a great deal of excitement and they abandoned their work and ran to the windows to have a closer look. Unfortunately, instead of capitalising on the children's excitement and exploiting a fantastic learning opportunity, the class teacher told children to return to their places and continue working. In this article, the author offers ideas to help teachers make the most of this unusual weather. She presents activities that are intended to provide active, collaborative and fun learning experiences that children will remember for years. Experiences such as these will help children to remember what they have been taught and to appreciate the usefulness of this knowledge outside school.
Descriptors: Weather, Meteorology, Foreign Countries, Elementary School Science, Climate, Rural Schools, Teaching Methods, Science Activities, Learning Activities, Scientific Concepts, Creativity
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: firstname.lastname@example.org; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom


Paul Goldenberg, EdD, is an educator and mathematician who designs evidence-based curricula and materials for Kâ12 learners and teachers.
For nearly 40 years, Goldenberg has developed mathematics curricula that take advantage of learnersâ natural curiosity about, and interest in, the subject. A former teacher, Goldenberg has championed the importance of studentsâ development of mathematical habits of mind, an idea embraced by the Common Core State Standards for Mathematical Practice. His curricula, including Impact Mathematics, Transition to Algebra, and Think Math!, are used in classrooms throughout the United States. Goldenberg is also helping to lead EDCâs initiatives to expand access to high-quality computer science education through the development of a course for high school students emphasizing programming and social issues of computing.
Goldenberg received a BA in psychology from Brandeis University and an EdM in elementary education and a PhD in curriculum and supervision from Harvard University.
Developing a Puzzlerâs Disposition: Learning to Be Intrepid and Tenacious in Mathematics
Problems Worth Puzzling Through: High Engagement, Content, and Mathematical Practices
Building the Disposition to Seek Mathematical Structure and to âPuzzle Throughâ Problems
Babies, Brain Science, and Elementary Mathematics: Research We Can Use
Goldenberg, E. P., Mark, J., Kang, J. M., Fries, M., Carter, C. J., & Cordner, T. (2015). Making sense of algebra: Developing studentsâ mathematical habits of mind. Portsmouth, NH: Heinemann.
Mark, J., Goldenberg, E. P., Kang, J. M., Fries, M., & Cordner, T. (2014). Transition to algebra. Portsmouth, NH: Heinemann.
Goldenberg, E. P., & Clements, D. H. (2014). Developing essential understanding of geometry and measurement for pre-Kâgrade 2. Reston, VA: NCTM.
In this video, NSF-funded researchers Arthur Barody, Jere Confrey, Paul Goldenberg, and Julie Sarama discuss the importance of mathematics education in the early grades.
This collection of six essays shares insights and strategies from EDCâs work to close opportunity gaps in mathematics education and support teachers in improving instruction.


15 million school age children in america have learning issues that private and public schools canât solve. You will find 72,000 special education students in LAUSD, alone. Every single day these students sit unhappily at school, losing hope of ever realizing their dreams. Students live in discomfort and shame. They arenât understanding how to be effective students.
Their parents are frustrated within their tries to find appropriate education for his or her child. They have attempted dealing with the general public schools. Theyâve hired tutors. Parents are with real solutions.
To be able to thrive, these students need special educational techniques that address their own profile of strengths and requires. But more to the point, these children need a new mindset of success.
Educational therapy offers help and aspire to adults and children with learning challenges for example Attention deficit hyperactivity disorder, autism, dyslexia, and learning disabilities. Educational treatments are a suitable and highly effective method of helping students of every age group achieve their maximum potential.
Educational therapists use condition from the art educational programs and techniques that have been shown to educate students with learning problems the abilities they might require to become effective. Educational therapy shows students how to cope with their learning problems and lead effective lives.
All through the college years, foundations for future success are set. Not just are students learning essential skills for example studying, theyâre also understanding how to value education. But many importantly, theyâre understanding how to believe that theyâre effective students!
When students experience repeated frustration and failure, they develop self-doubt together with dislike or distrust of educational encounters. These negative views influence just how much students can learn, at each level from grade school through college!
Special needs students experience three major issues with learning:
Teachers and tutors make use of the same means of every child. Youngsters are unique and every learns in their own way.
Teachers and tutors tend not to learn how to modify their method of address different learning styles.
Teachers and tutors only educate subject material. Students who experience repeated academic failure donât have the underlying foundational skills to become effective students. They frequently have no idea the very best study methods, how you can manage time, or exactly what the real secrets will be to academic success.
Teachers and tutors donât address the main reason for ongoing academic failure-learned helplessness. When students experience failure after failure, they create a mindset that theyâre âstupidâ and âcanât learn.â They give up ever as being a good student! But, when students believe they are able to succeed, they start to try. Once they believe they are able to learn, they start to study. Once they believe they are able to have impressive futures, they create effective choices. Students have the authority to have confidence in their innate intelligence and talent!
Educational therapists generally begin their professional careers in special education, child development or counseling.
The Association of Educational Therapists may be the national professional organization that sets working out standards for educational therapists. You will find three amounts of membership within the Association of Educational Therapists: Affiliate Professional (opening level), Professional (experienced), Board Certified (seasoned).
Based on the Association of Educational Therapists: âNo matter previous background, all Professional people from the Association of Educational Therapists (AET) have met rigorous professional needs within the academic regions of elementary and/or secondary education, child development, educational assessment, learning theory, learning disabilities, and concepts of educational therapy. All people possess a B.A. degree and therefore are needed to carry a Masters Degree or equivalent in publish-BA course work. Theyâve completed a minimum of 1500 supervised direct service hrs, and therefore are needed to accomplish 40 clock hrs of Ongoing Education every 2 yrs.
To become Board Certified Educational Counselor (BCET), an associate must satisfy the following additional needs: Masters Degree (needed) twelve months membership in AET in the High end 1000 hrs of professional practice formal written Situation Study evaluated and went by the AET Certification Board an itemized examination that demonstrates professional knowledge of educational therapy.â


Inscrit le: 04 Avr 2016
|PostÃ© le: Mar 20 Juin - 08:22 (2017) Sujet du message: Your Literacy Standards Companion, Grades 3-5: What They Me
Standards-based learning just got a lot easier
This new version of the Common Core Companion provides a Smart Chart Index for all states implementing state-specific ELA standards. This index allows you to see in an instant which of your standards are the same as CCSS, which differ and howâand which page number to turn to for standards-based teaching ideas.
Beyond that? Itâs the same great go-to guide for implementing the standards, translating each and every standard for reading, writing, speaking and listening, language, and foundational skills into the day-to-day âwhat you do.â
bound: 392 pages
publisher: Corwin; 1 edition (May 23, 2017)
filesize: 32696 KB


Community Area Overview: Culture and the Arts
Research shows that exposure to art and music facilitates social and communicative development in children; New York City is a rich and diverse urban community with many opportunities to enjoy the arts. From Broadway to museums and to the many music and concert venues, any way you wish to experience culture may be found in our metropolis. Despite these facts, economic realities faced by public schools are increasingly causing art and music education to be dropped from their curriculum as well as making cultural exposure hard to obtain for some. Through the NYJLâs Culture and the Arts community focus area, volunteers participate in a variety of interactive projects designed to foster self-expression while building confidence and self-esteem.
NYJL volunteers work with our community partners to help instill and expose at-risk children and teenagers with the opportunity to attend live performances and to take part in interactive art education courses including drama, dance, music, painting, photography, poetry, and sculpture. By giving the opportunity to explore their artistic expression, NYJL volunteers are helping underserved children and teenagers participate in the life of their community and contributing to their creative and cognitive abilities while improving their physical, educational and social well being. As part of this effort, For more than 20 years, NYJL volunteers have designed, planned, funded and completed a playground renovation each spring in partnership with the New York City Department of Parks and Recreation. Other community partners in this area include P.S. 64, The Harbor for Boys and Girls, and the Stanley M. Isaacs Neighborhood Center.


Competency 7: Cultural Competency
Cultural competence is a developmental process that occurs along a continuum and evolves
over an extended period. It broadly represents knowledge and skills necessary to communicate
and interact effectively with people regardless of differences, helping to ensure that the needs of
all people and communities are met in a respectful and responsive way in an effort to decrease
health disparities and lead to health equity. Becoming culturally competent is an ongoing and
Health equity exists when challenges and barriers have been removed for those groups who experience greater obstacles to health based on their racial or ethnic group; religion; socioeconomic status; gender; sexual orientation or gender identity; age; mental health; cognitive, sensory, or physical disability; geographic location; or other characteristics historically linked to discrimination or exclusion.
Cultural competence is âa set of congruent behaviors, attitudes, and policies that come together
in a system, agency, or amongst professionals and enables that system, agency, or those
professionals to work effectively in cross-cultural situations."3
- Culture refers to integrated patterns of human behavior that include the actions, beliefs,
communication, customs, institutions, language and literacy (including health literacy
and language proficiency), thoughts, and values held by groups while recognizing that
individuals are often part of more than one cultural group.
- Competence requires having the capacity to function effectively and communicate
clearly and in a linguistically appropriate manner as a professional and an organization
within the context of the cultural beliefs, behaviors, and needs presented by individuals
MCH professionals exhibit cultural (including linguistic) competence through interpersonal
interactions and through the design of interventions, programs, and research studies that
recognize, respect, and address differences. These differences can include experiences and
perspectives related to abilities (physical and mental), age, culture, education, ethnicity, gender
identity, geography, historical experiences, language and literacy, profession, race, religious
affiliation, sexual orientation, socioeconomic status, and values.
MCH leaders will demonstrate a working knowledge of:
- The influence of conscious and unconscious (implicit) bias and assumptions on
individuals and organizations.
- How linguistic competence requires organizational and provider capacity to respond
effectively to the health literacy needs of populations served.
- How ability, age, class, race, sex, gender identity, and sexual orientation impact health.
- How multiple social and cultural disparities influence health and access to health
- The impact of culturally competent health care practices on individualsâ access to health
services, participation in health promotion and prevention programs, adherence to
treatment plans, and overall health outcomes.
Foundational. At a foundational level, MCH leaders will:
- Conduct personal and/or organizational self-assessments regarding cultural
- Assess, without making assumptions, the strengths and needs of individuals and
communities based on sensitivity to, and respect for, their diverse backgrounds, and
- Incorporate an understanding and appreciation of differences in experiences and
perspectives into professional behaviors and attitudes while maintaining an awareness
of the potential for implicit bias.
Advanced. Building on the foundational skills, MCH leaders will:
- Modify systems to meet the specific needs of a group, family, community, or population.
- Employ strategies to ensure culturally sensitive public health and health service
- Integrate cultural competency into programs, research, scholarship, and policies.
- Use data-driven tools to guide efforts toward health equity.
(3) Cross, T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Towards A Culturally Competent System of Care, Volume I. Washington, DC: Georgetown University Child Development Center, CASSP Technical Assistance Center. Available at files.eric.ed.gov/fulltext/ED330171.pdf
(4) Adapted from National Center for Cultural Competence, Conceptual Frameworks. Available at nccc.georgetown.edu/foundations/framework.php
Â« Previous: 6. Negotiation & Conflict Resolution | Next: 8. Family-Centered Care Â»


Exercise: Grab a medium-sized objectâwater bottle, cell phone, bookâand grip it tightly, making your hand into a fist around it. Then, without opening your fist, use that same hand to try to pick up another object. What happens? When I tried this exercise, my fist knocked uselessly against the second object and I couldnât pick it up without opening my hand and letting go of the first object.
Now imagine that the bottle, cell phone or whatever item you grabbed is an objective, a relationship, an opportunity, or an imagined life path. And that the second object is a different objective, another kind of relationship or opportunity, or a different life path.
Whatâs the moral of the exercise?
The moral is that strong attachment to our circumstances and failure to let go when the time is right can prevent us from benefiting from other options and opportunities. Of course we all have feelings, experiences, and relationships that we enjoy and donât want to loseâbut when we hold on too strongly or for too long, we can get stuck and we can miss out on other things. Think about the time you didnât enjoy your vacation because you couldnât let go of your idea of how it should be, the interesting relationship you rejected because you were clinging to an old relationship, or the neat job opportunity you didnât take because it didnât fit with your idea of what your career would be.
In mindfulness-based stress reduction (MBSR) courses, we introduce letting go (aka non-attachment) as one of the foundational skills or attitudes for mindfulness. Thereâs a story we tell from a book by MBSR founder Jon Kabat-Zinn: In India, a clever way of catching a monkey is to attach a coconut to a tree, cut a hole in it, and place a banana inside. A passing monkey will spot the banana and put his hand through the hole to grab it. Unfortunately for the monkey, the hole in the coconut is large enough for him to put his hand through to grab the banana, but too small for him to remove his fist holding it. To be free, all the monkey has to do is to let go of the banana, but most donât, remaining stuck to the tree.
Recently, I was telling the monkey story to my sister, illustrating my point with the exercise described in the first paragraph. After waving around her clenched fist and trying in vain to pick up another object, she said âThereâs so much more you can do with an open hand.â
I love that! Consider the benefits of an open hand: First, it allows us to let go of things that arenât working for us. Second, having an open hand means we can pick up other things. Thirdâand importantlyâwhen our hand is open, we can actually see what weâre holding; in contrast, when we hold on really tightly to an idea, person, or situation, itâs hard to see clearly and to assess whether or not that person or situation is still what we want or need. Finally, clench your hand and notice what happens to your arm, shoulder, and the rest of your body. When our hands are squeezed shut around something, weâre stiff and rigid rather than relaxed and flexible.
When we practice mindfulness, we practice holding with a loose grip. We know that change is inevitable, and weâre prepared to let go. Does this mean we should never try to keep the people and things that are important for us? Noâit just means recognizing when weâre stuck and considering what we could do with an open hand.
Sarah Roberts is a psychotherapist and mindfulness teacher at the MindSpace Clinic.


Barbara MacGilchrist on learning to read. How children learn to read and the role of teachers in that process continue to be contentious issues. Whenever someone puts pen to paper about a particular approach there are always those waiting in the wings to put forward an opposing view. This is unhelpful and it is not surprising that HMI have found that most primary teachers adopt mixed methods in the classroom as a means of coping with the often polarised views debated in the public arena.
The Primary Professional Bookshelf is a refreshing new series which aims to make current theory and practice accessible to both students and experienced teachers. The first two books are eminently readable and well-written and their authors offer practical advice grounded in sound, up-to-date research evidence about the wide range of strategies young readers need to acquire.
Margaret Clark's enjoyable Young Literacy Learners reminds us that "there is no magic formula whereby all children can learn to read or write" and that attitudes towards literacy are laid down for most of us very early on. Her emphasis on the importance of the early years and the role that parents play has always been a strength of her work. So too has the need for teachers to work in partnership with parents and to recognise and use the skill of listening to and observing young children when trying to meet their individual needs in the classroom.
The book aims to outline the research evidence related to children who find learning to read easy and those who don't; to analyse changes in our understanding of literacy; and to consider ways in which these insights can influence classroom practice. All these aims are very well met. Margaret Clark draws on her own careful observations of children and enables the reader to practise the skill of learning from children themselves through the examples she provides. She highlights, among other things, the role of stories in literacy development, practical strategies for instruction in phonics and the relationship between reading and writing.
Making Sense of Reading by Nicholas Bielby pays particular attention to the development of children's phonological awareness. He distinguishes between the traditional approaches to the teaching of phonics and what we now know from recent research evidence about the development of children's phonological skills.
He draws on a wide range of research literature to argue the need to combine the best elements of what he calls "bottom up" approaches to reading that focus on decoding, with "top down" approaches that have an emphasis on meaning. He uses examples of children's own attempts to make sense of texts by "reading the lines" and also "reading between the lines". There is a lovely section in which he describes how the teacher's own, often implicit theories about reading result in the use of a particular range of strategies in the classroom. This strengthens his argument for the need for teachers to develop a much more explicit theory that can underpin their every day practice.


We all want young children to be given the very best opportunities to become successful, engaged and passionate readers. The teaching of reading is constantly mired, however, in a tired old debate between proponents of âphonicsâ (sounding out words) and âwhole languageâ (which focuses on meaning and using the context to decipher unknown words).
This argument is an unhelpful and misleading dichotomy given the evidence actually supports a balanced approach to literacy, which goes well beyond being able to recognize words on a page.
What is a balanced approach to literacy?
The biggest review of scientific research on reading was conducted by the US National Reading Panel in 2000. The panel was clear in finding:
Systematic phonics instruction should be integrated with other reading instruction to create a balanced reading program.
The panel argued that a balanced approach incorporates phonemic awareness and phonics (understanding the relationships between sounds and their written representations), fluency, guided oral reading, vocabulary development and comprehension.
The report also stated:
Phonics should not become the dominant component in a reading program, neither in the amount of time devoted to it nor in the significance attached. It is important to evaluate childrenâs reading competence in many ways.
A 2005 Australian National Inquiry into the Teaching of Literacy supported this balanced approach, with the use of synthetic phonics recommended in the first couple of years of schooling for beginning readers.
Similarly, the UK 2006 reading review recognized:
Word recognition is a time-limited activity that is eventually overtaken by work that develops comprehension.
Of course there are differences in what the balance might look like in different classrooms and across different year levels. However, claims that teachers are using a little bit of phonics and a lot of whole language in Australian schools are wrong. Referring to balanced literacy as a mess of methods simply shows a lack of understanding about how classrooms operate.
A balanced approach provides us with a best-practice model for teaching all students how to read and write across all stages of their education.
Literacy isnât just about learning how to read
It is important to remember that literacy learning is broad and takes place at all levels of schooling. Itâs not just about learning to read in the early years. The current focus on phonics as a fix-all for struggling readers is problematic as it misses the complexities of literacy learning.
Being literate requires a much broader repertoire of skills than simply reading and writing as the decoding and encoding of printed words. The ability to make meaning from texts, ask questions and read between the lines is, in many ways, much more important.
Paulo Freire, the much-respected Brazilian educator, called this Reading the World and Reading the Word. To teach our students to do any less would be the real failure.
What needs to be done
The recent report into teacher training recommends that all student teachers be taught literacy, not just primary teachers.
To read more please follow : http://theconversation.com/a-balanced-approach-is-best-for-teaching-kids-how-to-read-37457


The HyperTexts, related pages: Free Verse Timeline, our top twenty poets of all time: Homer? I am afraid they would be stupefied at our conduct. 1770 Oliver Goldsmith's most famous poem "The Deserted Village" is published. Retrieved March 14, 2011. He writes and publishes Poetical Sketches and All Religions are One. Many of his most famous poems were written as a teenager. Aphra Behn is sent to a debtor's prison and vows never to return; she becomes a writer to make money and avoid prison.
Elementary education essay
Charles dickens great expectations chapter 1 essay
He has been called a forerunner of Romantic poetry with his "hand on the latch." Samuel Johnson leaves Pembroke College, Oxford, without taking a degree. 1779 William Blake is admitted to the Royal Academy Schools and studies art under Sir Joshua Reynolds (although Blake had very little positive to say about Reynolds or his aesthetic theories). 1219 The birth of Roger Bacon (c. . The poem was probably written when Chatterton was around age eleven or twelve, as it is believed to be the first, or among the first, of his Rowley compositions. Kennedy : "I felt that Kennedy would make the best president. Howard has been called the first English poet "thoroughly in the humanist tradition." He would be the first poet to employ blank verse and along with Thomas Wyatt he would introduce the sonnet to England. Anglo-Saxon biblical paraphrases such as Genesis, Exodus, Daniel and the poem Judith. Going to dangerous places and trespassing is dangerous, and you shouldn't do either one, even if you might (more answered, in, the timeworn and pedestrian answer is simply "to get to the other side." Here are some creative and original answers: The chicken crossed the. 1330 Sir Orfeo is an anonymous Middle English narrative poem. 1674 Robert Herrick dies at age 83, having written around 2,500 poems. John Donne preaches the funeral sermon for George Herbert's mother. Rita Dove is appointed Poet Laureate to the Library of Congress.


We have been reading "The Whipping Boy" by Sid Fleischman for this unit. We have focused on reading comprehension strategies as well. For this lesson, we will be creating an in depth description of a character, setting, or event. We will start by reading chapters sixteen, seventeen, and eighteen in "The Whipping Boy." The students have been reading the novel independently. This has given them the opportunity to apply the comprehension skills we have been learning during the unit. I will remind the students to think about their comprehension as they read the chapters and apply the reading strategies to help them understand what they are reading.
Fleischman, S. (2003). The Whipping Boy. New York, NY : Greenwillow Books
After the students are finished reading the assigned chapters, I will explain to the student that we are going to create an in depth description of a character, event, or setting from "The Whipping Boy." They get to choose which one they would like to write about. To create an in depth description, they will need to look back in the novel to find details from the text to support their writing. This will be our first step. I will have the students look back in the text for details that describe their chosen character, event, or setting. I will give the students the choice of taking notes on the details with either their whiteboards and markers, or pencil and paper. I will remind the students that the more details they can find, the easier it will be to write their descriptions.
Now that the students have found details from "The Whipping Boy" to support their descriptions of a character, setting, or event, I will now have the students compose an in depth description of that character, setting, or event. I will inform the students that it may help to think about it as if they are writing the description for someone who has never read the book before and they want to know all about the particular character, setting, or event you are writing about.
If time permits, I would love to have the students present their writing with to rest of the class.


Although it may not seem so, in reality, Leisure and Recreation is the largest industry in the world. The benefits of leisure and recreation as an important part of life are easy to see. As an industry, it offers a variety of related employment and creates billions of dollars in revenue. Workers in parks and recreation, community agencies, sports agencies, youth development organizations, non-profit organizations, rehab and hospital agencies, the travel and entertainment industries all utilize and benefit from parks and recreation facilities world-wide. Additional benefits of leisure and recreation include environmental improvements from expanding green spaces, health benefits, and personal satisfaction benefits.
There are many civic benefits of leisure and recreation activities. Sports and youth activities offer leadership development for adults and children. Strong communities are built as parks become a hub of community life. Benefits extend to all ages, childhood, youth, young adults, families, and seniors. Both care for environment and wellness through green spaces are enhanced by beauty. This same beauty helps combat stress through the opportunity for mild exercise and mediation upon natural beauty. Wilderness experiences are available in some locations.
For personal benefits, leisure activities may include:
Physical benefits include increased lung capacity from sports participation, plus reducing serum cholesterol and hypertension, increasing bone mass, strengthening the spine, reducing disease, increase in feelings of well being, reduction in stress hormones, improved attitudes and performances, and improved social skills. For childhood development, recreational areas assist in learning, can keep kids off the streets, and enhance their confidence. Studies confirm that physical activity can aid the learning process in children. Sports activities enhance large motor skill development and social skills. Adult leaders offer positive role models to children. Group sports are well known for promoting social support, networking, and developing friendships.
As if all the above is not enough to encourage support of leisure and recreational activities, consider the following additional benefits:
Stress management - the mild stress of leisure activity can reduce overall negative stress by contributing to relaxation.
Self esteem - especially in children and seniors, mild exercise, group activities, and hobbies and crafts will help create positive self images.
Positive lifestyle development - contributing to society, social interaction, development of leaders, being part of organized sports all encourage good lifetime activities.
Personal satisfaction - any creative outlet will enhance personal satisfaction. Being part of the leadership offers self satisfaction, and those who work in the recreational areas can feel the pride in keeping these areas vital and available to others.
Quality of life - fresh air, sunshine, social interaction, health benefits and self esteem all will improve quality of life.
Preventative health - regular exercise, physiological benefits from mild exercise, and stress reduction all are made easier by having leisure and recreational activities readily available.
Since the future seems to be headed for a shorter work week and more extra time, support of leisure and recreational outlets and locations would be prudent, and benefit all involved.


Itâs fun to make friends and play with others, but itâs not always easy to do. You have to make an effort, and you have to know the rulesâlike ask before joining in, take turns, play fair, and be a good sport. This book teaches social skills for children using the basics of cooperation, getting along, making friends, and being a friend. Includes ideas for games adults can use with kids to reinforce the social skills being taught.
Praise for the series
âSurely needed . . . I heartily applaud this important series.ââJay A. Monson, Ph.D., professor of elementary education, Utah State University
âTop Five Character Education SeriesââBooklist
âPositive, gentle messages are given without preaching.ââLibrary Media Connection
Supports the domains of Social & Emotional Development, Logic & Reasoning, Language Development, Literacy Knowledge & Skills, and Social Studies Knowledge & Skills in the Head Start Child Development and Early Learning Framework.
MS.1, MS.2, MS. 6
BS.SMS.1, BS.SMS.2, BS.SMS.4, BS.SMS.7, BS.SMS.9, BS.SMS.10
BS.SS.1, BS.SS.2, BS.SS.3, BS.SS.4, BS.SS.5, BS.SS.6, BS.SS.7, BS.SS.8, BS.SS.9


Music Education for Children
Music is something that can be enjoyed by all, especially children. Introducing music to children at an early age will give them the best start should they wish to take up playing a musical instrument. Even while still in the womb, a baby can be relaxed by the sound of a lullaby. Music has a powerful effect on human emotions â itâs used at funerals & weddings and triggers a range of emotiional responses.
Music is a part of every day culture in most walks of life and everyone develops their own tastes to the type of music they gravitate to listen to.
Teaching music to children can help with discipline and intelligence, with scientific findings suggest that children who play an instrument to better at school.
Would you like to know more about musical education for children? Get in touch to discuss options.


ReadWorks is an online resource of reading passages and lesson plans for students of all levels K-12.
IXL's immersive learning experience motivates students to explore new concepts, master foundational skills, and take charge of their learning.
CommonLit delivers high-quality, free instructional materials to support literacy development for students in grades 3-12. The resources are Flexible, Research-Based, Aligned to the Common Core State Standards, Created by teachers, for teachers.
- Math Games ( not coolmathcgames) common core driven
Over 1000 free skill testing apps and games! Learning fun for all ages. Math Games helps students get the extra practice they need with fun activities focusing on specific skills.
The American Museum of Natural History is one of the worldâs preeminent scientific and cultural institutions. Since its founding in 1869, the Museum has advanced its global mission to discover, interpret, and disseminate information about human cultures, the natural world, and the universe through a wide-ranging program of scientific research, education, and exhibition.
Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom
Nearpod works in transforming student devices into powerful learning tools. Teachers share a live session, students enter a code, and the lesson is synced to all devices. Nearpod creates an inclusive and immersive learning experience by allowing students to actively engage in the learning experience.


âFamily literacy refers to the way parents, children, and extended family members use literacy at home and in the community. Family literacy occurs naturally during the routines of daily living and helps children and adults get things done.â
Literacy is especially important when it comes to children and families. When families learn together, they build good habits around literacy and learning, share ideas, build strong family connections, develop independent thinking and gain confidence.
What are Family Literacy Programs?
Family literacy programs help parents to support their childrenâs learning and literacy development. Some programs also directly help parents to improve their own literacy or parenting skills. Many programs include âcircle timesâ where parents and children engage in stories, songs and rhymes that support language development. Others provide learning activities that can be replicated at home. Programs that help parentâs develop their own literacy skills also provide supports, such as childcare services. Family literacy programs are usually operated by community service organizations, libraries and literacy organizations.
âThe family program I go to is really amazing because it helps children develop their knowledge. My kids love to sing and listen to storiesâ¦this is the first important step for a better future for my kids.â â Gwen, Burnaby, B.C.
What does Decoda do to support family literacy?
Resources & Training: For parents, caregivers and practitioners, we offer a number of resources and professional development opportunities designed specifically for early learning and family literacy. Our Parents as Literacy Supporters (PALS) program and LEAP resources are widely respected and used extensively throughout the province and the country.
Fundraising & Awareness: We work with donors and our partners in business and government to fund family literacy programs across the province. We also raise awareness about the importance of family literacy through two community engagement campaigns, Literacy is Life and Family Literacy Week and through our partnership with Postmedia and their Raise-a-Reader Campaign.


Connecting the Dots Between Basic Brain Biology and Literacy
By Hearing First Team August 17, 2017
Hearing First recently published a white paper breaking down the vast amount of research informing the practices for teaching a child who is deaf or hard of hearing to develop literacy through Listening and Spoken Language (LSL). Hear from Hearing First CEO Teresa Caraway and white paper author Carol Flexer as they discuss why the document was commissioned and what it means for the LSL community. You can also download the document to read the research summary for yourself!
The purpose of the Start with the Brain and Connect the Dots white paper is to identify the logic and research underlying what we know about how todayâs children with hearing loss develop literacy through listening and spoken language. Organized as a logic chain, the document contains samples of supporting research that helps readers connect the dots between basic brain biology and the development of literacy during elementary school. The logic chain summarizes what we know at this point about the ingredients necessary to create a reading brain and represents a system of foundational structures that must ALL be in place to optimize the attainment of a listening, spoken language and literacy outcome for a child who is deaf or hard of hearing.
Watch this video featuring Hearing First CEO Teresa Caraway and white paper author Dr. Carol Flexer to hear about why the paper was commissioned and what it means for the LSL community.
What This White Paper Means for Parents of Children with Hearing Loss
As families explore desired outcomes and intervention services for their child, they want and need complete information based on research so they can make informed decisions for their child to access the supports and services they need. For parents, this white paper summarizes the research in clear and understandable language. Families may find this paper helpful at or in the first days after diagnosis of hearing loss. Audiologists, Physicians, Early Interventionists, and the first responders in the journey of hearing loss with a family may make it a practice to share this information with their families.
What This White Paper Means for LSL Professionals
Listening and Spoken Language (LSL) professionals are working with a new generation of children who are deaf or hard of hearingâa generation that is not only benefiting from advances in early hearing screening and the use of advanced hearing technology, but a generation that is also the beneficiary of what we now know about brain development, early childhood development, and language and literacy development. The Start with the Brain and Connect the Dots white paper gives LSL professionals a multi-dimensional tool to share with colleagues and families seeking to know more about how children with hearing loss can learn to listen and talk, and the underlying research behind the use of early intervention to achieve the best literacy outcomes possible for each child.


product description page
Bourdieu and the Sociology of Music Education (Hardcover)
About this item
Pierre Bourdieu has been an extraordinarily influential figure in the sociology of music. For over four decades, his concepts have helped to generate both empirical and theoretical interventions in the field of musical study. His impact on the sociology of music taste, in particular, has been profound, his ideas directly informing our understandings of how musical preferences reflect and reproduce inequalities between social classes, ethnic groups, and men and women. Bourdieu and the Sociology of Music Education draws together a group of international researchers, academics and artist-practitioners who offer a critical introduction and exploration of Pierre BourdieuÃ¢â¬â¢s rich generative conceptual tools for advancing sociological views of music education. By employing perspectives from BourdieuÃ¢â¬â¢s work on distinction and judgement and his conceptualisation of fields, habitus and capitals in relation to music education, contributing authors explore the ways in which BourdieuÃ¢â¬â¢s work can be applied to music education as a means of linking school (institutional habitus) and learning, and curriculum and family (class habitus). The volume includes research perspectives and studies of how BourdieuÃ¢â¬â¢s tools have been applied in industry and educational contexts, including the primary, secondary and higher music education sectors. The volume begins with an introduction to BourdieuÃ¢â¬â¢s contribution to theory and methodology and then goes on to deal in detail with illustrative substantive studies. The concluding chapter is an extended essay that reflects on, and critiques, the application of BourdieuÃ¢â¬â¢s work and examines the ways in which the studies contained in the volume advance understanding. The book contributes new perspectives to our understanding of BourdieuÃ¢â¬â¢s tools across diverse settings and practices of music education.
Number of Pages: 243
Genre: Music, Education, Social Science
Sub-Genre: Sociology / General, General
Publisher: Taylor & Francis
Street Date: February 29, 2016
Item Number (DPCI): 248-06-1105
If the item details above arenât accurate or complete, we want to know about it. Report incorrect product info.


MELBOURNE researchers have proven what parents have intuitively known all along â the more often you read to your children from an early age, the greater the positive effect on their reading and thinking skills.
The Melbourne Institute of Applied Economic and Social Research has not only proven a causal effect between the frequency of reading to a child and his or her development, but have also for the first time measured the benefits.
Children four to five years old who are read to three to five times a week have the same reading ability as children six months older (who are read to only twice or less a week).
Reading to children six to seven days a week puts them almost a year ahead of those who are not being read to. It was also found that reading to small children has a positive effect on the development of numeracy skills.
âIt does appear to be the case that children who are read to more often keep doing better as they age than other children,â said Professor Guyonne Kalb, director of the instituteâs Labour Economics and Social Policy Program, and co-author of the study.
The research â which was funded by the Department of Education and Early Childhood Development â found the positive outcomes occurred in children regardless of parental income, education level or cultural background. That is, children with poor backgrounds or parents of limited education or ability have the same benefit of being read to frequently.
âWe wanted to try and determine whether reading itself is leading to better outcomes, or do parents who read to their children have other things going on,â Professor Kalb said.
âWe worked with children representing a whole range of families, from all different backgrounds and economic circumstances. We found it doesnât matter if a child is from a poor or rich family, or if the parents are highly educated or not, doing this basic thing of reading to them leads to better developmental outcomes.â
The longitudinal study followed the reading skills of more than 4000 children, aged four to five years in 2004, through to age 10 to 11.
Victorian Minister for Children and Early Childhood Development Wendy Lovell said the research was âan exciting step forwardâ in understanding the importance of reading to young children.
âThese findings send a clear message to parents, grandparents, teachers and carers that the benefits of reading go way beyond a shared bonding experience.â
(Source: Sydney Herald Sun)
The frequency of reading to children at a young age has a direct causal effect on their schooling outcomes regardless of their family background and home environment.
- Reading to children at age 4-5 every day has a significant positive effect on their reading skills and cognitive skills (i.e., language and literacy, numeracy and cognition) later in life.
- Reading to children 3-5 days per week (compared to 2 or less) has the same effect on the childâs reading skills at age 4-5 as being six months older.
- Reading to them 6-7 days per week has the same effect as being almost 12 months older.
- Children read to more frequently at age 4-5 achieve higher scores on the National Assessment Program â Literacy and Numeracy (NAPLAN) tests for both Reading and Numeracy in Year 3 (age 8 to 9).
- These differences in reading and cognitive skills are not related to the childâs family background or home environment but are the direct result of how frequently they have been read to prior to starting school. (source: Department of Education and Training)
Here is some of the wonderful art work done by our students in Term 1 2016.
Welcome to Mt Dandenong Primary School
Mount Dandenong 3767
Telephone â(03) 9751 1136
Fax â (03) 9751 2332
9:00am â 11:00am: Morning Programs
11:00am â 11:30am: Recess
11:30am â 1.30PM: Programs continue
1:30pm â 2:30pm: Lunch Time
2:30pm â 3:30pm: Afternoon Programs
At Mount Dandenong Primary School we are very proud of our students, staff, classroom programs and facilities. Every day is an open day. For a personal school tour please click on the link above or contact our office to book in a suitable time.


The South Island School in Hong Kong has adopted an innovative and inspiring approach to music education for Grade 7âs.
Head of Music Debra Jones is an accomplished woodwind musician and feels that all children in her classes should at least have the opportunity to try an orchestral instrument. She devised the idea that it would be good to take an instrument such as the Clarinet or Flute and teach the whole class the rudiments of tone production, posture, fingering and rhythm with the ultimate goal of playing simple tunes as an ensemble. She also hopes to inspire the children to take up the instruments more seriously with extra-curricular lessons.
With 30 children in the class it was an interesting challenge to find suitable instruments that would be practical and not eat up too much of her precious budget. Then she discovered Nuvo.
First she adopted the Nuvo ClarinÃ©o which is a lightweight, durable and inexpensive clarinet in the key of C. She purchased 30 instruments and with the help of a colleague created a tray which neatly holds 30 ClarinÃ©os so they are ready when the children come to class. The mouthpieces and plastic reeds are kept in buckets so that they can be easily sterilized between classes.
The ClarinÃ©oâs require no assembly so within minutes of arrival the children are ready with their instruments. If a ClarinÃ©o accidentally gets dropped or knocked over, itâs no problem as the instruments are extremely durable. The children all learn woodwind techniques with a reed as well as fingering and sight reading. The process of playing together as an ensemble inspires the children and with this good foundation in woodwind many of them will go on to take up the clarinet, saxophone or other woodwind.
In June of this year Debra became aware of the Nuvo flute and decided to set up a similar class concept with the flute. She now has 60 instruments in total all of which are used up to 3 times a day. The flute bodies are kept assembled and stored in a box while the head joints are kept separately so they can be cleaned with sterilized wipes and rinsed with water in between classes. From time to time the whole instrument is washed with warm soapy water to keep them hygienic. The coloured key caps have been positioned so as to help with class instruction: They guide the childrenâs fingers to the correct keys. In the early days it was useful for Debra to be able to say to the class, âNow press the blue keyâ¦thatâs a B.â
At the end of the class the children return the instruments to the box and the head joints are quickly sterilized, ready for the next class.
This practical use of Nuvo instruments is exactly what they were designed for. We thank Debra for her vision and ideas and we look forward to seeing some inspired musicians graduating from the South Island School in years to come.
If you are a music teacher and would like to know more about how Nuvo instruments could be used in your school, please feel free to contact me by e-mailâ¦ firstname.lastname@example.org


Project X CODE is a book-by-book series built for SEN and struggling readers aged 6-11.
Welcome to Micro World, invented by Macro Marvel - an amazing theme park where you have to shrink to get in! Disaster strikes when CODE, the computer that controls the park and the robots inside, goes wrong and wants to shrink the world. Team X and Mini Marvel have a new mission - to battle the BITEs, collect the CODE keys, rescue Macro Marvel, stop CODE, and save the world!
Each book contains 2 texts: Text 1 is 100% decodable to build reading confidence, and Text 2 is at least 80% decodable including the same target phonemes and Tricky words but with more varied vocabulary to develop comprehension and motivate struggling readers.
Team X and Mini are in the Jungle Trail zone. Tiger falls and has an odd landing in Stampede. Find out about the Spider-BITE in Scramble to Safety and see lots of hungry plants in Stuck! The only way out is across the river in Wild Rapids.
Dive deep under the sea in the Shark Dive zone. Max and Ant swim underwater in The Shark Sub and meet the Octo-BITE in Underwater Chase. Team X and Mini will need a good plan in Sea Fright, and have to act quickly in All Tied Up.
Dr Maureen Lewis is a reading and comprehension expert. Maureen's career in education has included time as a teacher, an advisor, a research fellow in education and a director in the National Strategies. Maureen has worked extensively with teachers to develop practical strategies that really work, and has written many books, articles and classroom materials on all aspects of literacy. Maureen's particular expertise focus on children's interactions with reading comprehension, what motivates children to read, and non-fiction texts. Di Hatchett is an expert in early intervention in literacy and mathematics and in the leadership of inclusion. Di's extensive career in primary education has included 12 years as a head teacher, a long spell as a Senior Director with the Primary National Strategy and, more recently, as Director of The Every Child a Chance Trust, developing the Every Child a Reader and Every Child Counts programmes. Di's field of expertise is the development of high quality approaches to intervention for children who struggle with the development of core skills in literacy and/or mathematics. Marilyn Joyce is an expert in systematic synthetic phonics and early literacy development. Marilyn has spent many years teaching in London schools and advising on literacy in local authorities. Marilyn was also part of the team that wrote the 'Letters and Sounds' phonics programme under the leadership of Sir Jim Rose, and was Senior Director of the Communication, Language and Literacy Development team in the National Strategies.


This one day, 34 week course is designed to be an introduction into the Latin language. The classroom experience will be interactive, with short video lessons, written practice, and hands-on activities. Lessons will cover grammar and vocabulary, with an emphasis on reading, comprehension, and translating. Students will complete exercises each week and learn grammar and vocabulary through extended reading.
Since half of our English vocabulary is made up of Latin words and roots, a study of Latin is an excellent preparation for the ACT.
Students Who Should Take This Class:
This high school class is extremely helpful in learning other languages as well as gaining an understanding of the language of science, math, law, government, logic, and theology. It is the equivalent of one credit of foreign language.
The fee covers materials used in classroom activities, assessments, and all grading.
Supplies Provided by Students:
Students must buy the textbook.
Laurel Smith holds a Bachelor of Music Education and taught for ten years in the public school system, and has over fifteen years experience as homeschool instructor in the areas of English, history, and other subjects within the humanities. She is a homeschool mom and has extensive experience working with students with learning challenges.
Mrs. Smithâs teaching style is hands-on and interactive. She enjoys creating lessons that are both informative and engaging. If you peek in her class, you might find her dressed as an historical or literary figure. Students will be analyzing original documents, participating in games or simulations, or presenting projects. As long as we are learning, we might as well have fun doing it!


Are you looking for Musical Games and Activities for your classroom? Youâve come to the right place! NAfME Members shared some fantastic exercises they use in their classrooms â and now you can too! Check out some of their great recommendations below, and be sure to share yours in the comment section at the bottom!
You can also find Lesson Plan Tips, Teaching Ideas, and resources that incorporate the new National Music Standards under the âMy Classroomâ section on the NAfME Website!
Bucket Band is an easy and inexpensive way to help teach rhythm â great activity for middle school kids!
Spin and notate activity!
Musical chairs writing! When the music stops pick up writing where the last person left off â writing can include note values, rhythm exercises, song lyrics to help the memorize a piece â you choose!
Building chords with legos!
Get to know your students ice breaker â and helps students get to know one another!
What note am I? An Ice Breaker Music Game!
All the students in Grades 6-8 are split up into one of three houses (sort of like in Harry Potter â which the kids love to reference). It builds community as students from other grades and classes work together to earn points and rewards.
Split students up into Music Teams.
Create six Music Teams named for the periods of music history: Renaissance, Baroque, Classical, Romantic, 20th Century, and Post Modern.
Each team has a Team Leader. The leader gets to sit in a special chair and is the person I can call on to pass out their teamâs notebooks, rhythm instruments, or to get their materials basket. The Team Leader chair rotates every two weeks. Make it random so that the students wonât be able to predict who the Team Leader will be.
At this station students work together to read simple melodies on the treble clef staff and play them together using Boomwhackers.
Even the big kids like to color! At this station they are using a color by note worksheet. You can find free printable versions of the worksheets here
iPad Station-Flashnote Derby
At this station, students used the Flashnote Derby app to test their knowledge of the treble clef lines and spaces. This fast paced review really helps see who knows their notes!
At this station students sit on a large tablecloth and match fish to fishbowls. Each fishbowl has a treble clef staff with 3-8 notes on it. By identifying th e letter names of each, students discover that it spells a word. Then they find the matching fish which had a word on it.
Spell a Story
At this station, students work on a pitch identification worksheet. As they identify the pitch names of the notes they complete a story.
Treble Twist Up
Everyone likes Twister, right? This game is a great deal like Twister. You can create a staff with a plain shower curtain and electrical tape, or with masking tape on carpet too. Students use a spinner and follow the directions âRight Hand E!â âLeft foot B!â for a fun and physical way to review pitch names.
Teachers: You can download the template to make your own Treble Twist Up spinner here.
Many of our NAfME Members also shared their Back to School Classroom photos with us! From decorating their doors and bulletin boards, to organizing their risers and boom whackers, we received some great ideas! Check out all of the wonderful music classroom ideas, and share your own, on our âClassroom Ideasâ board on our NAfME Pinterest Page: http://www.pinterest.com/nafme/
Kristen Rencher, Social Media and Online Community Engagement Coordinator. Â© National Association for Music Education (NAfME.org)


- Greater responsibilities for your child
- Be prepared every day!
- Homework completed nightly (usually Math every night)
- I use positive reinforcements (earn tickets, class marbles toward class party, lunch bunch, etc.)
- Class cooperation
- Rules of the Classroom â Positive Learning Community
This year there will be a large emphasis on multiplication. Students will be expected to know their multiplication facts as well as develop an understanding for the various strategies involved in multiplication and division. Students will also see Fraction, Measurement, Perimeter and Area, as well as Geometry. In April, students will be taking the New York State Math Assessment.
This year students will be expected to read to learn. They have spent the past 3 years learning how to read and now they will be able to read many different texts to help prepare them for the future. They have a large selection of books to choose from in class to read during the day. They will be taught explicitly how to use comprehension strategies to become better readers using the mentor text Journeyâs as well as authentic literature. This will be done in both whole group and small group differentiated instruction time. The students will enjoy small group book clubs with their peers using authentic literature and incorporating comprehension and fluency practice.
English Language Arts:
Students will be prepared to take the New York State ELA test in April. We work on developing their vocabulary, phonic and grammar skills to become better readers and writers. This are all incorporated throughout the school day in the various subjects.
- Personal narratives
- Compare and contrast essays
- Persuasive essays
- Research report
- Friendly letters
Students will build on the foundational skills learned in the previous years. We will discuss more in depth what happens in church during the mass. We will spend a large portion of the year getting ready for their First Eucharist. In addition, religion is incorporated into many aspects of the school day. Students will learn âWhat Catholics Believeâ, âHow Catholics Worshipâ, How Catholics Liveâ and âHow Catholics Prayâ.
Students will perform many experiments in class. We study a variety of topics including:
- Plant life
- Matter and Energy
- Solar System
Science- 4th Grade:
Students will meet with me for one period a day. They will have more reading at home work in order to cover important topics. There will be a greater emphasis on independent note taking in class.
- Water Cycle
- Solar System- more in depth
- Geologic time scale/fossils
- Food Groups


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Each year, thousands of young people graduate from colleges with bachelorâs degrees. The assumption is that those holding such a degree are now educated enough to qualify for a better job, or to enter further academic training at the masterâs level. This is true, even if they majored in art history, philosophy, business, math, or English.
The same parents, who encouraged their children to study music before they entered college, may not see the value of a college degree in music versus another undergraduate program, like business or marketing. Yet the truth is that the music education requires skill development at a consistent, incremental, advanced, and intermediate level that has cross disciplinary applications for any employer. Newspaper employment classified ads hardly ever list a job opening for a philosopher, an art historian, a mathematician, or even a business major. Most employers list a preferred major, some will accept a work experience equivalency, but the majority just require a bachelorâs degree. Your degree is your ticket to an interview â then you sell them on the benefits of your education that will directly enable you to contribute to the success of their company. Read on for an example of these music degree benefitsâ¦
Remember: those who have earned any Bachelorâs Degree, regardless of the discipline, are able to apply for any job (music or otherwise) requiring a bachelorâs degree.
Specialization, professionally and educationally, takes place once a student completes graduate studies at the Masters, Doctoral, or professional certification levelâwhether directly related or unrelated to their undergraduate program.
Your Bachelor of Music degree qualifies you to not only apply for many more jobs than otherwise would be available to you, but also prepares you to apply for entrance to a graduate programs (in
The difference is this: Those holding music degrees have the best background to work in the fieldâbe it performance, teaching, or anything related to the industry. For a young musician looking to the future, a bachelor of music degree does not close doorsâit opens them.


Seven Hills believes that the Core Knowledge Scope and Sequence, as taught through the classical model of the Trivium, supports each studentâs ability to meet the highest academic standards.
SHPA uses the Core Knowledge Scope and Sequence for all grades, adapted to the unique learning and developmental needs of students as they grow and mature. The twin ideas behind Core Knowledge are that 1) knowledge builds on knowledge; and 2) every well-educated person shares this knowledge in common with others. The more we know, the more we are able to learn, and knowing is different from doing. This knowledge, shared in common with others, is necessary to ensure a sound, fair, and democratic elementary education for every child in America. A well-trained mind â knowing, understanding, and sharing the same information â unites us as citizens and makes all students equal, whatever their background.
Inspired and supported to produce extraordinary levels of achievement, our teachers work with students to take already mastered skills and foundational knowledge to the next phase of student ownership and expanded common learning.
Focus on Liberal Arts
In Latin, artes liberales â the liberal arts â are the subjects or skills that classical antiquity considered essential for a free person (Latin: liberal, âworthy of a free personâ) to know in order to fully participate in civic life. Grammar, rhetoric, and logic were the core liberal arts and other subjects were added over time. Since the Middle Ages, western civilization has placed a high value on learning these subjects as a means of developing our own humanity and intellectual skills and of understanding our cultural heritage.
At SHPA, we study liberal arts and humanities courses both within the Core Knowledge Scope and Sequence and on their own as offerings in both schools to educate the whole person. Our liberal arts courses include:
- Arts (art, art history, and music)
- Science (life science, earth science, physical science)
- Physical Education
- Social Studies (history and geography)
- Socratic Seminar


âFolklore Ukraineâ is a new version of âUkrainian Traditional Folkloreâ. Both websites seek to present the folklore and ethnography of Ukraine. Folklore is the artistic expression of the most fundamental beliefs of a culture. It articulates ideas about the relationships among people and between humans and the world around them. It is the key to understanding a culture at the grassroots level.
At present, the project focuses on Central Ukraine: Cherkasâka, Chernihivsâka, Poltavsâka, and Kyiivsâka oblasts and also more recent material from the Volynâ region of Western Ukraine.
We also have other websites dealing with Ukrainian Folklore. There are websites with interviews recorded in Ukraine, Canada, and Kazakhstan. These are indexed and are searchable by keyword:
We also have a âcrowd sourcingâ site, funded by the Canadian Government, which has stories and songs from these sound recordings. The public is transcribing and translating these songs and stories and we invite YOU to contribute.
Finally, for the moment, we have two sites for Elementary Education. One is for the Ukrainian Bilingual Program which is entirely in elementary Ukrainian:
The other, funded by a new grant from the Canadian Government, is for Grade 3 Social Studies. Every Grade 3 child in Alberta has to learn about: India, Peru, Tunisia, and Ukraine. At present we have extensive websites for Ukraine and India, and also China:
Our old website had information on Ukrainian Folklore in Kazakhstan. We are generating a new website, which has the Kazakhstan-Ukrainian information and we hope to have Canadian-Ukrainian material soon.
As always, we welcome your comments and suggestions: Natalie Kononenko, Kule Chair in Ukrainian Ethnography, University of Alberta. email firstname.lastname@example.org


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Level: High School Art Education Lesson Plan
Art Elements: Form
Art Skills: Sculptural Techniques with Found Objects and Alternate Media
Art History: Artists Susan Sironi, Brian Dettmer, and Lisa Kokin
* Get more free lessons like this, on our Lessons Page
Altered book projects show up in many high school classes, whether students are modifying with drawing or painting or turning the books into sculptures. This lesson takes the concept to another level by incorporating found objects.
Using pages to make three-dimensional forms adds extra depth and interest to the sculptures.
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!