I can identify and correct errors in subject-verb agreement.
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Proper subject-verb agreement is important in written or verbal communication. Doing this correctly requires being able to distinguish between singular and plural nouns and verbs. To practice this, students are introduced to the concept of singular vs. plural and then asked to look at practice problems to identify correct usage.
Students will be able to identify and correct errors in subject-verb agreement.
Students will read the sentences, "The fox stop in his tracks. He turn to look over his shoulder. What do he see?" They will discuss what they notice about the sentences. Subject-verb agreement is important because it makes writing easier to understand.
Students will be introduced to the concept of subject-verb agreement. They will see how a singular subject needs to have a verb that ends in 's' or 'es.' A plural subject does not need a verb that ends in 's' or 'es.' Next, students will read sentences and tell whether they have correct subject-verb agreement. They will complete other activities practicing subject-verb agreement, including choosing the correct verb in given sentences, supplying verbs to a passage about lions. They will also pick four verbs from a word bank and write four sentences using the verbs correctly.
Students are given 10 questions to help students distinguish between singular and plural nouns.
Students are asked to reflect on what proper subject-verb agreement is, and why it is important to understand this concept and use it in one's own communications. They will then complete an exit slip writing three sentences each containing both correct and incorrect subject-verb agreement.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


On Friday, McCain 135 was the place to be for music enthusiasts. Replicas of historical instruments filled the classroom, and students wandered in and out, learning about their origins and how to play them.
David Wood, music instructor and director of Kansas Stateâs historical performance ensemble, hosted the Period Instrument Petting Zoo to show off the historical instrument collection K-State has to offer.
âI like people to see that and for students to see whatâs possible,â Wood said.
Vivian Weaver, junior in computer science, plays the bassoon but took interest in one of its predecessors.
âThe Renaissance version of the bassoon is the dulcian, so I wanted to check that out,â Weaver said.
Gabe Bazil, sophomore in music education, was also interested in getting acquainted with an older version of his modern trombone: the sackbut.
âIâve been interested in the sackbut because I play the trombone in the marching band,â Bazil said. âI wanted to see what that was like. All the other stuff is cool to learn about that as well.â
Wood gave a little background on the instrument.
âThe word âsackbutâ has a couple of different entomologies,â Wood said. âThe most widely repeated one is that it comes from an older form of the words âto push and pull.â The word trombone is older. The sackbut was known historically for its ability to emulate the human voice.â
Because of this, the sackbut has been used in a lot of different ways.
âIt was played with loud instruments, quiet instruments,â Wood said. âThere is a base sackbut and to play the base, it has a long stick thatâs attached to the handle so you can push the slide out because you canât physically reach it with your hands. Itâs an amazing instrument.â


When most teachers and parents think of OT, they immediately think âhandwritingâ.
If they see a child who is having difficulty writing legibly, or keeping up in class, or sometimes not even able to write at all. They come to the OT and expect there to be one specific quick fix to solve the problem. However, there could be some underlying foundational skills that need to be worked on, and therefore handwriting becomes a sort of journey. I recently found two great visual resources that explain all the skills needed before you even begin working on handwriting. They can be found here and here. When combined, you can see that it isnât as simple as âjust practicing writingâ.
Handwriting is a very complex skill. It involves so many different moving parts, and they all have to work harmoniously to be effective.
First and foremost, you need to have good control and understanding of your arousal level. That directly affects your attention, behavior, and motivation: all essential to learning any new skill. This goes hand in hand with your sensory systems. If youâre having a hard time processing sensory information (especially visual and proprioceptive), it will be difficult to gauge how to form letters, staying on the lines, or using the âjust rightâ amount of pressure on paper. Visual processing skills are essential: This includes visual motor (using both eyes and body to perform a skill), visual perceptual (the brainâs ability to make sense of visual input), and visual attention (being able to focus on one thing while filtering out irrelevant input).
Once all the sensory and arousal factors are mastered, then you can move onto gross motor skills. But wait. Isnât handwriting a fine motor skill? Yes, but hereâs the thing: if your larger muscles (core, back, shoulders, arms) are weak, you will most definitely have a hard time controlling your smaller muscle groups (wrists, fingers). It would be like trying to stir thick cake batter with a spoon made of jello. Think of the amount of effort that would take. Think of how fatigued youâd feel. So get that core and upper body strong enough before moving onto fine motor. Then, and only then will you be truly ready to get down to the nitty gritty of actual handwriting, which is a journey all its own, encompassing grasp, pressure, control, in-hand manipulation, speed, endurance, letter formation, size, and spacing.
So yes, it definitely can be a long and arduous journey.
Patience is important. And keep in mind, that handwriting is not necessarily an essential skill for everyone. Some people may never write efficiently enough to utilize the skill in their life. There is nothing wrong with that. The main purpose of handwriting is to communicate, and if someone can communicate and/or perform other functional fine motor skills a different way (with or without accommodations or modifications), handwriting may not be the route to take. Again I want to emphasize, that is okay.
Everyone is unique, and our skillsets are all so variable. If you are concerned about your childâs handwriting, be sure to consult with their occupational therapist to help guide you on this journey.


Our play-based curriculum is responsive to the individual differences for children with and without special needs, and is aligned with the New York State Prekindergarten Foundation for the Common Core. Programming and curriculum incorporate each studentâs goals, objectives and developmental levels. Learning Together provides carefully planned activities geared toward helping students develop foundational skills in language, communication and literacy, mathematical thinking and operations, scientific reasoning and exploration, as well as play, socialization, and problem solving.
Our child centered classrooms are well supplied with early childhood materials attractive to very young children for play and learning. With carefully selected toys, books and activities that are featured in various areas in the classrooms called âcentersâ the teachers promote the academic development of our children. Careful implementation of group activities which are cooperative in nature, as well as structuring of the classroom environment promote interaction between children. Activities and pre-academic tasks are constructive, open-ended, hands-on and collaborative. Students work within the cooperative learning model in learning centers and experience direct instruction in both full class and small group dynamics.
A strong emphasis is placed on social skill development, which is the developmental outcome most likely to lead to success in the early school years. The daily schedule includes activities that develop language and effective social skills, as well as small and large muscle motor tasks and self-help skills, which will be practiced each day. Our classrooms have a sensory diet embedded in the daily schedule to allow for an increased level of organization and help promote a greater âreadinessâ for students to be more successful when engaging in learning opportunities throughout the school day.
The children of Learning Together learn in a climate of respect, dignity, safety and concern for all. Students are given clear guidelines and expectations for appropriate behavior and opportunities to learn and practice the skills necessary to communicate, interact and resolve conflict in positive ways. The administration responds to all problem behavior in a fair, consistent manner with respect for individual rights and needs. Learning Together uses a positive approach to addressing social & behavioral issues.


Creative Parenting: How Music Affects Your Childâs Development
There are many good things associated with music. Adults turn to songs for memory recall. Artists listen to music to stimulate their creative thinking. Fitness enthusiasts rely on happy beats to move through their routines. But how exactly does music affect our kids?
Children and Music: An Overview
Music is often dubbed as humanityâs universal language. It speaks to people of all ages and races. With or without lyrics, it communicates feelings and thoughts. Accordingly, its positive effects extend to everyone. This makes music beneficial to all age groups, whether young or old.
Yet, if we were to weigh the potentials of music according to age groups on a scale, we can also say that active exposure to music is even more promising to younger people. Specifically, this is because music plays a significant role in early child development. Sure, while there are many promises for adults, there are even more bountiful fruits for children to reap. These include enhanced language development and even academic success.
Below is a brief review of how music affects every aspect of a childâs life.
Are you familiar with the term âMozart Effectâ? This refers to the theory that listening to classical music helps improve peopleâs brain functioning. This is based on a study conducted in 1993 wherein scientists asked individuals to complete a set of mental tasks after listening to Mozartâs sonata K448 for 10 minutes. The results surprisingly showed improved spatial reasoning skills on the part of the individuals who took the test.
Years later, the relationship between music and enhanced brain functioning continued to interest many scientists. In a , researchers in Southern California found that music education helps speed up brain development. Mainly, children ages 6 to 7 years old were provided with music training.
As these kids learn to play musical instruments, researchers observed that their auditory systems were maturing faster compared to other children. Since the auditory system processes sound, its quick maturation leads to enhanced language development and reading skills.
Aside from the linguistic aspect, other studies also found that music helps boost a personâs overall academic performance. Instrumental musical training,, was mainly related to childrenâs intellectual functioning. A found that students who took up music lessons showed improved IQ compared to their peers after one year in music training.
Aside from cognitive abilities, music also helps boost a childâs social skills. Specifically, this is due to various reasons. The first is rooted in musicâs natural ability to calm people and make them less anxious. As a result, this allows them to have more freedom in interacting with other people.
The second is because music lessons and performances are often done in groups. And they also require contact and cooperation with other people. In a , infants who engaged in music activities for six months showed improved communicative gestures and social behaviors than other infants.
Music also can communicate shared experiences between people. This communal aspect of music is apparent in lullabies, national anthems, and even nursery rhymes and Christmas jingles. This, in effect, facilitates feelings of .
Finally, music also offers positive emotional effects to children. Generally, this is due to its ability to regulate peopleâs moods. Various studies have already found that pleasurable music leads to the release of dopamine, the hormone responsible for feelings of pleasure and satisfaction.
Often, upbeat music is associated with positive emotions. This explains why weâre likely to feel energized when listening to bright, catchy songs. On the other hand, while sad songs are often associated with bad memories, they also can produce meditating effects.
Accordingly, when we expose our children to music, we explore their inner thoughts and emotions. This helps speed their emotional development. When they become adults, theyâre likely to be more mature in managing their moods and reactions to different situations.
As parents, we always want the best for our children. With what science has told us so far, itâs safe to put our bet on musical activities as possible hobbies for our kids. You can introduce music to your baby as early as you want to. Just make sure the sounds arenât too loud. Singing them lullabies is a great way to start. Meanwhile, if youâre going to introduce your child to an instrument, you might want to wait until they reach the age of 5.


A night on the town, a trip to the mall, college textbooks -- the expenses and temptations during the college years quickly drain your bank account without budgeting. Controlling your spending isn't always pleasant, but budgeting serves financial benefits immediately and down the road. Knowing the benefits of a budget helps you keep your spending on track.
A student going off to college no longer has mom and dad watching over her shoulder. That freedom allows you to make your own decisions and learn as you go, but it's also tempting to spend frivolously without parents there to tell you no. A budget is a responsible step into adulthood that allows you to take control of your spending. Instead of mom and dad telling you that meal out is too expensive, your budget tells you that the extra $25 is too much to stay on track financially.
Most college students have limited funds to work with, which makes budgeting more challenging but also more important. Whether the money comes from parents, a part-time job or savings, you need to make it stretch enough to cover your necessities. Without a budget, money tends to go to wants rather than needs. The budget allows you to see if your college income is enough to cover your expenses or if you need to seek additional sources of income. If your monthly expenses are $900 but your income is only $750, you either need to cut spending or increase your income to make up the $150 difference. But, if your expenses are only $650, you have $100 to spare each month.
A budget during college allows you to take control of your money. The budget itself shows you where your money should go, including your expenses, savings and spending money. It also serves as a reference tool at the end of each month. If you hold on to your receipts to track your spending, you can compare how you actually spent your money to the budget's money allocation. If you allocate $100 to entertainment but find you've spent $175 that month, you can see that you need to cut back in your entertainment expenses.
It's tough to look beyond the next exam or college party, but every financial decision you make in college affects your financial future. A budget allows you to account for your money and build a savings account. That savings could prove useful if you don't find a job right out of college. Living within your means also means you can avoid accruing excessive debt on credit cards as a student. Instead of paying $500 a month on credit card payments once you enter the working world, you have that extra money to pad your savings account. You also establish healthy spending habits that follow you into adulthood. If your budget includes putting $200 in savings each month as a student, you'll be in the habit of setting aside money when you find a full-time job.
Based in the Midwest, Shelley Frost has been writing parenting and education articles since 2007. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement.


There is a basic pattern to how anyone learns anything. It goes like this â you:
1) learn something new and understand it but are not yet able to do it consistently
2) repeat the new info until you are consciously competent at it, meaning you can do it but need to think about it while doing it
3) repeat the new info enough that it gets imbedded into your sub-conscious and you can do it but still need to think about doing it occasionally and
4) repeat the new info until it is imbedded deeply into your sub-conscious and is repeatable without thinking about it.
We tend to choose teachers to help us along this learning path who we deem able to instruct us wisely on the path of least resistance and the most enjoyable.
In music instruction, most students and educational institutions believe that if you have a successful career as a musician, that you must be able to teach how to do that to other people. The prestigious name of the performing group you belong to is reason to believe that you will be as excellent a teacher and caring person for the music students aspiring to do what you did and do â play music at a high professional level with consistency and command of your instrument, adding in your expert musicianship along the way.
This is not true.
First: Not all professional musicians have studied how to teach effectively. Many do not really like teaching when involved in heavy performance schedules.
Second: Not all professional musicians have a desire to teach but will take a position in a higher level of education because it looks good on their resume and it adds to their pay scale.
Third: Few institutions ask, when hiring teachers for its music program, what training pros have in music education. Nor are the pros asked about their teaching styles, use of materials or love of helping music students.
Fourth: The music institutions themselves are usually fighting for funding and are consumed by getting the highest number of students to pay tuition fees. Finding the front door of the music building is requirement enough to get in to the program.
All this is to say, that if you are thinking about studying music in an institution that purports to have an esteemed faculty of successful performing musicians that you not jump to the conclusion that those same performing musicians are equally successful as teachers. To set your clear goals, ask lots of questions: Whose students are winning positions in orchestras you want to play in? What method does the teacher use to help learning and successful performances? Speak to fellow students about the teacherâs educational style and approach to practising/performing and auditioning. Take in 10 questions for your lesson and allow your teacher to respond. Once you have tried out their suggestions, really pay attention to what works for you and what does not. Ask more questions!
Know that you are ultimately the best teacher for you and repetition is really the best method to become increasingly confident. You want a teacher who can help guide you to the easiest form of practising for results. The teacher can sometimes not be the most successful performer themselves but have achieved excellence in communicating ideas, inspiring your practice and performances, the use a variety of formulas to ease your journey and cheer you on to your success at what you want musically, technically and in consistency. Are they going to be an ally once you graduate in terms of further advice and guidance? This is one of your most important relationships in your chosen field. You may have any number of teachers and mentors for years to come. Choose wisely for your own needs and realize that your hard earned tuition fees are paying your teacher but you need to be very clear about what you want from them in terms of support, covering technical and musical material and clear goals about your improvement. You are the customer in an institution and you deserve the best possible instruction but you need to do your homework on how to get that quality of teaching. And then, stay self-aware of your limitations, your needs and your strengths. Find the teacher who also sees those characteristics. This may be a combination of people including many who do not even play your instrument. Be creative and choose a teacher or teachers with your own goals clearly communicated to all of these people. Teachers shine the guiding light for your speedy progress and satisfaction. It is your clearly thought out goals that will help them to help you.


Early Childhood Development: The Importance of Learning
What is Early Childhood Development?
Early childhood development is the period of growth and change in young children, from birth to age five. It is a critical time for building foundations that will affect their future physical, emotional, and mental health and educational success. This makes it essential for parents to create and expose their children to environments that support optimal learning and healthy social-emotional development in these years.
Children are the future, and they should be treated as such! When sending your young ones off to school, it is crucial to ensure your children are exposed to a nurturing and safe environment that prioritises early childhood development. Focusing on this necessary development helps prepare them for their transition into higher grades and supports them in becoming well-rounded individuals.
The Role of Education
Early childhood education is fundamental in your childâs development â and it is believed to thrive in environments where children are given the space to explore and grow. There are many passionate educators who can assist your child at the beginning of their learning journey to grasp the necessary pre-literacy and pre-numeracy skills before entering the next phase of schooling.
Additionally, they ensure that this vital educational period is filled with plenty of play to encourage children to use their imagination and build critical thinking skills. Best of all? It keeps children learning and having fun all at once!
Important skills to nurture during early childhood development:
Literacy and numeracy skills: Pre-reading and pre-maths skills are essential for your childâs transition into school. Early childhood educators can provide the necessary materials and guidance to prepare young minds for the next stage of learning.
Cognitive development: Beginning formal learning early on can help children understand how to think, problem-solve and make decisions. Activities that encourage creative thinking, such as storytelling or puzzles, will ensure your little one has all the necessary tools for this skill set.
Social & emotional development: Children need to learn how to deal with emotions and positively interact with others. Early childhood educators can provide a safe environment where they can develop these social and emotional skills.
Fine and gross motor skill development: Early childhood education focuses on childrenâs physical abilities, such as fine motor skills (coordination) and gross motor skills (movement). Educators in these environments can offer activities to help your child gain control of their body while having fun doing it!
Early childhood development is the first step to your childâs success. It is a vital period for growth and setting a solid foundation for them to reach their full potential in the future. With plenty of love and support from family and early childhood educators, children can be set up for a bright future.


We are grateful for your continued donations of small, clean items of recycling for our STEM area
The children have been developing a wide range of skills through independent learning opportunities in class.
This week we have introduced the letter sounds j and w as well as revising our 1 âtrickyâ words I and the
We have also started to use core reading book resources in school as we begin to develop developing the childrenâs reading comprehension skills, exploring the cognitive strategies of activating, inferring, monitoring/clarifying, questioning, searching/selecting, summarizing, and visualising.
We also started our regular Friday âdictation/spellingâ written activity. Each week the children will be asked to spell two or three words using the sounds we know, and also to accurately write two of our tricky words. Please keep practising this skill at home.
Our Writing prompt was âI canâ¦.â Three things we can do
Numeracy and Maths
Our focus this week was on âcounting onâ â keeping a big number in our head, then counting on three ( or another amount), keeping track with our fingers to see where we end up.
ie. What is 3 more than 14? :- say fifteen out loud, then count on three stepsâ¦..15, 16, 17.
The answer is 17 â Three more than 14 is 17.
Please practise this at home. The starting number can be any number in a range within which your child is comfortable, but please keep the counting on number to no more than 5 at the moment.
Core numeracy skills this week inclided
- writing the numerals 1 â 10 ( and beyond) correctly
- counting backwards from 10 (or 20 for some pupils).
- naming the next number in an isolated short backwards number sequence. ie. I say, 10, 9, 8 (they say 7)
- establishing a collection (give me 9 counters/raisins/etc)
- counting a collection beyond 10 with accurate 1-1 correspondence
- recognising numerals
- sequencing a short selection of numerals ( e.g. 5,6,7,8)
- making instant finger patterns (show me 6 fingers without counting them)
- recognising dice patterns and clapping the amount of dots on the dice
Our challenge numeracy skills were.
- adding two collections with the second one screened ( e.g. here are 8 counters, there are 5 more hiding under this pot, how many altogether?)
- sequencing numerals within the range 0-100
- naming the number after a given number (0-30)
- counting backwards from 30, starting and stopping at different points
- investigating which equal groups can be made from a given number ( e.g. can I make 2 equal groups/3 equal groups/4 equal groups/5 equal groups from 12 counters? What about if I have 16 counters, or 18 etc)
Looking ahead to next week
We have Loose parts learning on Thursday afternoon.
Other areas of the curriculum
We have started our focus on Scotland and its culture, landscape and history.
We identified where Scotland is on a map of the world and also looked on a map of Scotland to find the cities of Edinburgh, Glasgow, Aberdeen and Inverness.
We have been learning about some famous Scottish Artists including Charles Rennie Mackintosh, Steven Brown and John Byrne. We have enjoyed creating our own artworks inspired by these artists.
We have been discussing the job of an architect and enjoyed reading the story â Iggy Peck, Architectâ
You can hear the story here
In PE we have learned some Scottish Country dance steps and we are building towards being able to dance the âFlying Scotsmanâ in sets .
This weekâs homework and other information
Something to focus onâ¦â¦
Many of our learners recognise the letters/sounds when they see them written down, but find it much harder to recall and write the letter shape for the sound they hear. e.g they can tell me that mop is m â o â p but cannot then write it down â instead saying âwhat does m look like again ?â Please help to consolidate your childâs ability to recall the grapheme needed for the sound they can hear.
A reminder to please name all items of clothing and shoes, and to check names on items brought home in case your child accidentally acquires a jumper belonging to someone else.


Fenwick considers our minds, our bodies and our faith to be gifts from God. It is our moral obligation to grow in all three of these areas.
By Gerald F. Lordan, O.P., Ph.D., Social Studies Teacher and Faculty Mentor
As some of us may know, Fenwick is the only high school sponsored by Dominican Friars in America. As such we are a national lighthouse for the Thomist educational philosophy.
Thomism evolved from the writing of St. Thomas Aquinas, O.P., an Italian Dominican (1225-1274). Aquinas was educated at the University of Paris by a German Dominican, St. Albert the Great, O.P. (1200-1280). It is the greatest joy of every teacher to be surpassed by his student. Thomas brought joy to the heart of Albert. St Dominic de Guzman, O.P. (1170-1221), a Spanish Dominican and the founder of the Order of Preachers, believed in an educated clergy. To that end he sent the Friars to study the Liberal Arts at the great universities of Medieval Europe. The liberal arts influence the Fenwick curriculum today.
A curriculum is the set of planned activities designed to change the observable behavior of a student. There is a curriculum continuum. One end of that continuum has a Roman influence. The word curriculum comes from the bales of straw that delineated the chariot race course in the Colosseum. The goal of this curriculum is to cover all the prescribed material and nothing but the prescribed material in the shortest possible amount of time. The other end of this continuum has a Chinese influence. It is the dao, the vast treeless grassy plain of western China. There is not a set course of travel. Everything looks the same in all directions all the way out to the horizon. One may, therefore, go wherever one wishes, when one wishes, at the speed one wishes.
A good curriculum addresses all three educational domains. The cognitive domain considers the intellect, the world of the brain. The psychomotor domain considers the physical, the world of the body. The affective domain considers the emotional, the world of the soul. A good curriculum makes the student smart, strong, and holy. Fenwick considers our minds, our bodies, and our faith to be gifts from God. It is our moral obligation to grow in all three of these areas.
One view of a curriculum considers textbooks to be the principal factor. One teaches everything in the text and only those things in the texts. A second view of a curriculum considers activities to be the principal factor. One encourages students to participate in both mandatory and elective activities, before, during and after classes. A third view of a curriculum considers the underlying philosophy of the school to be the most important factor. All the lessons and activities are woven together in a seamless cloak.
The Thomist educational philosophy of Fenwick teaches the student about Godâs Creation. The more the student understands Creation, the more the student will understand the Creator. The more the student understands the Creator, the more the student will love the Creator. The more the students love the Creator, the more the students will love themselves. The more the students love themselves, the more the students will love their fellow human beings. The more the students love their fellow human beings, the better they will serve all Creation, both the living and the non-living.
The Thomist curriculum is based upon the liberal arts. The liberal arts have the trivium, the three sciences of words, and the quadrivium, the four sciences of numbers. The trivium has grammar, rhetoric and logic. The quadrivium has arithmetic, geometry, astronomy and music. Fenwick students study grammar in English class, rhetoric in Speech class, and logic in Theology class. Fenwick students study algebra, trigonometry, geometry and calculus in Math class; biology, chemistry, physics and astronomy in Science class; and music in Fine Arts Class.
About the Author
Dr. Lordan is in his 27th year of teaching at Fenwick. Originally from Massachusetts, Lordan completed his under-graduate studies at Northeastern University and received a masterâs degree in elementary education from the University of Maryland. He earned his Ph.D. in curriculum and instruction from Boston College.


In this video learn How to Draw 1-Point Perspective: A View of Manhattan Bridge. Enjoy this video and master the fundamentals of Perspective Drawing with regular practice. Use the Drawing and Sketching supplies given below.
Perspective Drawing and Sketching Supplies you may need:
- Mixed Media Sketchbook And Drawing Pads
- Sketching And Drawing Art Pencil Kit
- Mix Media Paper Pad For Drawing And Painting
- Graphite Charcoal Pencils With Sketch Pad
- Graphite Charcoal Pencils Set For Artists
- Faber Castell Graphite Set For Sketching
Details of How to Draw 1-Point Perspective: A View of Manhattan Bridge
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Simple Step by Step Art Tutorial in 1-Point Perspective. Learn how to draw 3d perspective in this simple narrated art tutorial. SUBSCRIBE: 3d Perspective Drawing Tutorial:
Watch Next How to Draw in One-Point Perspective Playlist:
I hope you LIKE, COMMENT & SUBSCRIBE:
How to Draw in 1-Point Perspective:
1: Draw a horizontal line
2: Draw a cross to mark the Vanishing Point
3: To draw a road in perspective, just draw two diagonal lines from the vanishing point to the bottom of your page
4: All vertical lines will stay vertical
5: All the sides of the buildings go straight to the Vanishing Point
Hi, my name is Tom McPherson and I founded Circle Line Art School as an online art education resource for all. My aim is to inspire people to learn to draw and be more creative.
Please leave a comment to let me know what kind of drawing you would like to see next.
You can follow me on:
For weekly YouTube art videos:
For my website please visit:
Thank you for your support and have a great day!
Circle Line Art School
Music Used in this art tutorial:
Heart of Nowhere by Kevin MacLeod is licensed under a Creative Commons Attribution licence (
3D Perspective Drawing Tutorial of Manhattan Bridge, a famous view of New York City. A step by step perspective drawing for beginners.


Robert Henri stated, âThe object of painting a picture is not to make a picture however unreasonable this may sound. The picture, if a picture results, is a
byproduct and may be useful, valuable, interesting as a sign of what has past.
The object, which is in back of every true work of art, is the attainment of a
state of being, a more than ordinary moment of existence.â His statement is also
applicable to art education. I believe what he was trying to convey is that art
can affect and transform our consciousness. If I am effective as an art teacher,
I lead students to the threshold of their own minds and get them to push beyond
former ways of seeing and thinking.
Teaching the arts should heighten the studentâs senses and increase their ability
to experience the world in a more complex, subtle and meaningful manner. As a
teacher, I try to serve as a catalyst providing stimulus, opportunity and space where
this âmore than ordinary moment of existenceâ can occur. A boon of insight can
occur about the self, the world and everything within it. Through teaching, I want to
engage students on a personal level and have them confront their own thinking through art.
It is often too easy to get entangled in the technique of art (the how) instead of, the why
and what of art. Henri alluded to this when speaking about the true aim of the arts; it isnât
only about making a painting. The arts help students to find creative solutions through
problem solving opportunities unique to the arts. Too often art educators only skim the
surface of art, by teaching technique and manipulation of media alone and fail to harness
artâs core, itâs content.
While the wind behind the sail of any craft is the emphasis of my teaching, it does not come
at the expense of skillful knowledge of media. Exploration of various media is a natural extension
of exploring avenues of thought. Control and facility of craft and mastery of technique is just
as important as purpose. Articulate expression through materials, when directed by purpose, is the
ideal. I expose students to various media; drawing, painting, mix media and printmaking.
I also provide my students with skills and options from figurative to abstraction.
The arts enlarge the studentâs imagination and widens their view of the world through visual thinking.
In my classroom I provide appropriate boundaries that allow for a great deal of student autonomy
and media exploration. I believe that choices allow and motivate students to connect
new aesthetic experiences and scaffolds prior knowledge.
An important part of my role as teacher is to help students see the relevance of what we do
in class and how it ties to their lives outside of school. Making significant connections is
important. I believe that seeing oneâs relevance within the vast chaos of the visual culture in
which we live is essential. While I instruct students about the histories, theories, aesthetics and
techniques of art, I believe I provide students with something more valuable; how to think and
become critically engaged in the pursuit of knowledge.
In order to achieve this, I use different thinking routines that provide a framework to assist students
in engaging deeper into the meaning of art and art works. These exercises largely consist of
stepping back and asking questions; what do I see? What could it be and what makes me say
that? What else could it be or mean? This process helps students to make connections, use deductive
reasoning and explore different perspectives. These routines facilitate student thinking and make
students thoughtful about their own course of learning (metacognitive awareness). This approach
also helps to build the studentâs conceptual understanding through the evaluation, creation and
reflection of art. The inner workings of the mind are literally made visible through art.
An additional way I encouraged my students to explore different perspectives within the arts is by
exposing them to artists of various disciplines. Twelve to sixteen artists visit our campus each year
to share their work and insights and ideas about art.
Real, deep and lasting understanding is a product of critical thinking is not taught but needs to be
encultured and nurtured over time within a hospitable environment. I attempt to create such a
climate in my classroom and within my art courses. I believe that art has potential to expand
and deepen human understanding. The arts provide the greatest avenue for allowing exploration
and expansion of the mind in education.


Racism exists in all areas of the art world, it is experienced in museums, in art history, art school, art education, professional art industries and more. This video is a discussion which recognizes racism in visual arts and offers some ways how we as artists can work towards a more equitable field.
- Jordanâs experience with a professor at art school who did not know that the inside of a black personâs hands are lighter than their skin tone.
- Prof Lieuâs experience at a faculty meeting where a professor wanted to know âwhy the Asian girls are so quiet.â
- An art school peer of Jordanâs who made a comment about dark values in Jordanâs drawing in relation to the color of his skin.
- Prof Lieu tried to propose an elective at an art school multiple times to explore personal narratives involving race, gender identity, etc. only to be told that those topics were already being taught in 2 other coursesâ¦.that were taught by 2 white men who were over the age of 65.
- Since Black Lives Matter, many teachers in art teacher Facebook groups are now asking for âlists of BIPOC artists.â
- With online resources, itâs not difficult to find BIPOC artists, like this Artsy article by writer Isis Davis-Marks.
- If you want to help with representation, start by listening.
- Think about how you can help an artist: something as simple as purchasing their artwork can be very meaningful and a way to show your support.
- Racism isnât easy to talk about, itâs a tough subject, but itâs a very important one.
- Due to Black Lives Matter, many art schools, museums, and arts organizations are doing a lot of âwindow dressing,â in order to show their commitment to equity, but is it actually having any meaningful impact?
- Art history and museums have a very long way to go in terms of representation; many are woefully behind, out of touch and not up to date.
- Tubes of pink paint in the past have been labeled âflesh.â
- Microaggressions can be just as harmful as blatant racist attacks.
Articles by Isis Davis-Marks
- âThese Emerging Black Artists are the Future of Figurative Painting,â Artsy, February 2020
- âWhy Did a Scramble to Expand Black Representation Have to be Preceded by Tragedy?,â Hyperallergic, March 2021
- âAt the Whitney, Jennifer Packerâs Portraits Capture the Messiness of Memory and Trauma,â Artsy, November 2021
As a free educational source, Art Prof uses Amazon affiliate links (found in this page) to help pay the bills. This means, Art Prof earns from qualifying purchases.


Be sure to remind the Dual Language Immersion (DLI) Leadership Team to refer to the research as they decide which program model they will commit to implementing. (Refer to Module 3: Research and Module 2: Program and Implementation Models, âDual Language Immersion Program Modelsâ)
- 90:10 Program Model
- According to research, the 90:10 model supports high academic achievement in both languages as well as high levels of biliteracy for all students.
- Literacy development is sequential âfirst in the target language and then in English for all students.
- 50:50 Program Model
- According to research, the 50:50 model supports high academic achievement in both languages for all students.
- Literacy is developed simultaneously in both languages for all students.
Guiding Principles for Dual Language Education: Strand 1, Program Structure, Principle 3; Strand 3, Instruction, Principle 1; Strand 6, Family and Community, Principle 3; Strand 7, Support and Resources, Principle 1


The National Council for Curriculum and Assessment (NaCCA) is a public statutory body committed to improving learning experiences
and outcomes of all Ghanaian children through a world-class curriculum, assessment and reporting standards.
National Pre-tertiary Education Curriculum Framework
The curriculum framework for pre-tertiary education provision in Ghana and the curriculum that it has guided to be developed, are critical in defining the future prospects of Ghanaâs young people.
The National Council for Curriculum and Assessment (NaCCA) has developed this Training Guide to support the preparation of in-service teachers to implement the primary school curriculum. In-service teacher preparation approaches will include training workshops, seminars and classroom support to ensure that teachers develop the conceptual understanding of the subjects and general learning and teaching approaches at each basic year level and phase.
Cross Curriculum Priorities
The core competencies for all subjects describe a body of skills that teachers at all levels should seek to develop in their learners. They are ways teachers and learners engage with the subject matter as they learn the subject.The competencies presented here describe a connected body of core skills that are acquired throughout the processes of teaching and learning.
âââââââââââââââââââââ- Our Partners âââââââââââââââââââââââââ


Essential School-Wide and Center-Wide Practices in Literacy
The purpose of system-wide and center-wide literacy practices is to improve childrenâs literacy in Michigan. These systematic and effective practices implemented at the organizational level in education and care settings help children become proficient in reading.
To meet the needs of all young learners in Michigan, organizational practices must support literacy development in ways that systematically impact learning in elementary schools, early childhood learning centers, and other literacy programs and environments.
Expert research suggests that each of the 10 practices outlined in this document can have a positive impact on literacy development. The use of these practices in every Michigan classroom every day can make a measurable, positive difference in the stateâs literacy achievement.
This document is intended to be read in concert with Essential Instructional Practices in Early Literacy, Prekindergarten and Essential Instructional Practices in Early Literacy, Grades K to 3. Implementation of organizational practices is dependent on a thorough understanding of implementation at grade levels.
Identify Focus Areas in the School-wide and Center-wide Literacy Essentials
The results should be used to inform conversations about where to focus the next phase of work on improving building-wide literacy practices.


Age of the student
People also ask
What is elementary education?
Elementary education implies teaching children in kindergarten through fifth grade, or ages 4 to 11, approximately. As an early childhood educator, you work with much younger children, from birth to preschool age.
What is Early Childhood Education?
As we defined here, early childhood education is the period of learning that takes place from birth to eight-years-old, according to the National Association for the Education of Young Children. As a career, it most commonly involves teaching and working with early learners in the é¥æ·§re-Ké¥?years (between birth and kindergarten age).
What makes a preschool teacher different from an elementary teacher?
Early childhood education. é¥æ·he primary personal attribute that differentiates a preschool teacher from an elementary school teacher is being extremely high energy,é¥?says art and music educator Sabrina Pea Young. Young speaks from experience teaching ECE, elementary and all ages through post-secondary.
What is the difference between ECe and elementary education?
Youé¥æªl notice there is some overlap in the skills needed for ECE versus elementary education, which should be expected. When teaching this older group of students, there is more organization and collaboration involved with other teachers. There is also more of an emphasis on the strategy and logic of the curriculum.


African-Americans at the end of the Civil War craved acceptance as a people and this hope was only partially reciprocated. Education in the late 19th Century was either a short-lived moment in a personâs life or a multi-year luxury that few in the general populace could afford. Whites had an easier path to it, but African-Americans had an even harder road toward it. But it wasnât for trying. Booker T. Washington, the famous proponent of education for freedmen in the post-Reconstruction South, founded the Tuskegee Normal and Industrial Institute to help educate African-Americans. He realized that in modern society African-Americans would have to be educated, and educated well, in order to excel. It was a belief that was shared by many African-Americans at the time: that education could help set them on an equal footing with their white counterparts in both jobs and social stature.
Educational reform in the United States was just gaining momentum in the late 19th century. Before that time educating enslaved African-Americans in the South was forbidden by law in many states, but in the North, where schools for African Americans did exist, they were generally housed in crowded buildings staffed by teachers of low q
ualifications and restricted to the knowledge of the teacher. African-American parents also grouped together to make private arrangements for schooling and often times hired their own teachers. Public schools did outnumber private ones, but the quality of educational services varied from school to school, with the quality of teaching depending on how much the parents were willing to spend to pay teachers.
In fact, many of the schools formed would hardly be recognized as such by modern standards. Elementary education was available to African-Americans, but higher, more specialized, educational services that would produce more respect among the already somewhat-doubting white class was harder to attain.
Due in part to this, illiteracy rates among African-Americans were tracked at a staggering 79.9% in 1870, the first year that such statistics were collected. With improvements in education this figure dropped by roughly 10% in each decade that followed underscoring the need for African-American education.11
Itâs surprising then that education seemed to be of little factor in the success of any of the black inventors mentioned. Of the three, only one was able to attain a college degree â McCoy. While, conversely the most successful of the bunch â Woods who was also known as the âBlack Edisonâ â had only a meager elementary school education. They proved that the sky was the limit for what could be achieved with creativity and knowledge of your subject against the traditional thinking that formal education alone stood as the foundation for invention of thought.
Next time, Education as the Foundation of Invention


The journal Palaestra (Vol. 30, No. 2) published an article that provided a thorough explanation and program outline for how schools can identify and evaluate children âwho are obese with low physical fitness or deficiencies in gross motor skills, as having a disability and able to receive appropriate programming.â It explains,
Obesity in itself would not qualify a child or youth to be recognized as disabled under the Individuals with Disabilities Education Act (IDEA) Other Health Impairment category or allow for special education services to be received. However, if a child or youth was obese and also demonstrated deficits in physical fitness, psycho-social development, and school performance, then the child could potentially qualify as disabled.
The authors provide long lists (See Table 1 on Page 18) of the physical and psychological effects of obesity on the young, along with pertinent academic references. Here we concentrate on the list of ways in which obesity impedes progress in achieving superior grades.
Obesity in childhood can lead to absenteeism in the early years of schooling, and various psychological problems later. Overweight and obesity are associated with âpoor gross motor skill development.â As might be expected in the traditional setup, obese kids will not do well in Physical Education classes, athletics, and intramural contests.
Disregarding, as it always does, the truth or falsity in individual cases, prejudice can cause obese children to be perceived as less intelligent and as having lower grades. They also are âgradedâ by their peers in disrespectful and cruel ways. They may be socially ostracized, with being picked last for sports teams as the typical example. They are perceived as lazy, unattractive, and possibly unhygienic. In changing rooms and shower rooms, they are humiliated.
The collective weight of all these negative experiences and emotions can cause havoc, in different but equally painful ways for both sexes. Obese girls were deemed more likely than boys to âexhibit acting out behaviors (i.e., arguing and fighting).â
Schools have a vested interest in nurturing successful academic careers, and of course they want to do their best to make that possible. The authors explain that since 95% of American kids attend schools (as of about 10 years ago, anyway)â¦
Schools have been considered a logical and attractive setting to target and reach children who are overweight or obese through programming and intervention, as most children and youth spend 6 to 8 hours a day, approximately 180 days a year in this settingâ¦ Schools have as much and probably more continuous and intensive contact with these children and youth during 5 to 18 years of their life except for their parents. Further, schools generally have the appropriate facilities and equipment to promote high-intensity activities through evidence-based physical education programs.
In a previous post we saw how the Individuals with Disabilities Education Act resulted from the need to sort out those who need special help from those who do not. The authors of âChildhood Obesity: Classification as an IDEA Disabilityâ go into greater detail about the five questions that must be asked and answered in order to make these decisions. But why?
In order to provide for children with disabilities a continuum of services that can provide appropriate interventions for group and individual needs, and prevent worse problems. Proponents established that there must be a âcomprehensive evidence-based strategy in which the physical education programs play an integral role.â The authors went on to say,
Key features of the behavioral and nutrition components of an obesity prevention program must include all individuals in the childâs life who impact the childâs choices: parents and other family members, teachers, school nurse, physicians, physical education instructors, etc.
(To be continuedâ¦)
Your responses and feedback are welcome!
Source: âChildhood Obesity: Classification as an IDEA Disability,â Sagamorepub.com, 2016
Image by Hong Seung-hui/CC BY 2.0/


As with any kind of work that involves working with individuals of differing skill levels, ages, challenges, innate abilities, and support systems(to mention only a few), there is no one umbrella answer or prescription to cover all possibilities.
In the case of this high school student who made a pretty significant pencil grip transformation the month previously, there was a one month gap between his last session and the day when I took this video. Over the course of the month, he had AP exams, school field trips, absences, and final exams which made it so that I could not see him for his regular weekly sessions in his school.
So approximately one month after I had worked with him, I saw him and we did some brain gym and I had him write again, and his handwriting grip had actually improved without any additional support.
The basic foundational skills in his hands were improved, therefore when he was using his hands for his daily life tasks such as typing on his computer, dressing himself, eating, playing basketball, the new patterns were getting reinforced and strengthened.
As you can see in the video below, his hands have increased in ease and his non dominant hand has relaxed and become more supportive without working harder.
It does not always happen like this in every case, however these kinds of results happen more often than not. When you break down the activity you're trying to master whether it be pencil grip or learning a new language, down into its component parts and assess and work on the skills that that activity entails, dramatic changes can happen in a short time.


ERIC Number: ED415859
Record Type: RIE
Publication Date: 1997
Tadpole Tales and Other Totally Terrific Treats for Readers Theatre.
Fredericks, Anthony D.
Readers theater is a storytelling device that stimulates the imagination and promotes all of the language arts. Readers theater is an oral interpretation of a piece of literature read in a dramatic style. It involves and motivates students, energizes the language arts program, and stimulates learning. Geared for children in grades 1-4, this book is a follow-up to "Frantic Frogs and Other Frankly Fractured Folktales for Readers Theatre," which is intended for an older (grades 4-8) audience. The book begins by introducing readers theater and describing its value and how to present and create readers theater activities. It then presents a collection of 29 humorous scripts adapted from traditional folktales and rhymes for using in readers theater presentations. The book also includes a section of unfinished scripts and partial stories for students to complete. All scripts are arranged according to reading level. Appendices include: a list of references for fairy tales, Mother Goose rhymes, folk tales, and other stories to share; a list of "far-out" and "funky" titles for students to use to create their own readers theater scripts; and articles, books, and other sources on readers theater that teachers may wish to consult. (Contains 24 references.) (SWC)
Descriptors: Acting, Childrens Literature, Creative Dramatics, Elementary Education, Fairy Tales, Fiction, Humor, Language Arts, Oral Interpretation, Readers Theater, Thinking Skills, Writing Skills
Teacher Ideas Press, Libraries Unlimited, P.O. Box 6633, Englewood, CO 80155-6633 ($18.50); phone: 1-800-237-6124; URL: http://www.lu.com/tip
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Media Staff; Practitioners; Teachers
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Illustrated by Anthony Allan Stoner.


Trauma is a popular buzz word in education currently, but it is real life for our children and their families. I believe most educators have had some sort of trauma training over the past few years to learn how to handle situations with dignity for our youth. I wonder, though, how many of their parents or mental health caseworkers have been properly trained to know the signs for what our children are telling us? Trauma is a relative state to the child or family. What may be perceived as a traumatic event to some children, may not take a toll on other children or families.
It is the new year and now is the perfect time to take our childrenâs needs into account and provide solutions to their situations.
The experiences in our world dictate our level of understanding.
Adverse Childhood Experiences (ACEs) are events that could be traumatic in a childâs life. The ACEs score is 0-10 as there are 10 types of trauma that result from abuse, neglect or disfunction. Growing up I was very well cared for, in a loving home, so my trauma score is low. Due to my lack of traumatic experiences, I must continue developing my understanding of trauma. The experiences in our world dictate our level of understanding. We must use the moments presented to us to care for all children unconditionally and know their response to situations, or their âacting out,â is not a personal attack, but a way for them to express they need us.
My district had the honor of receiving grant funding from a childrenâs treatment center that had a passion for giving to communities to spread the need for understanding trauma. Along with the treatment center, we received help from our county health department and our school district. The treatment center completed training for school employees and health department personnel. The health department then continued the training to parents, caregivers, foster parents or any community member interested in additional guidance on how to raise our children. Counselors in our district were trained as facilitators to orient new employees to the information.
âThere is no power for change greater than a community discovering what it cares about.â
â Margaret J. Wheatley
I have had the honor of presenting to mental health caseworkers and therapists on Principles of Appropriate Treatment of Children and Youth. In speaking with the caseworkers concerning their training trauma, I realized our learning systems are drastically different. What is not different, are the precious children we impact on a daily basis that deserve our best. When working with the same children and families, we need to use the same vocabulary, calming and self-regulation processes. The impact that comes with the consistency of the community learning the same content is invaluable, powerful.
Together we can change the narrative about how our communities are informed regarding trauma!
Melanie Rucker serves as an Elementary Principal in Missouri. In addition, she has held positions as an Elementary Teacher, K-12 Special Education Teacher, Special Education Director, and Federal Programs Director. Melanie earned her B.S. in Elementary Education and Special Education, her M.S. in Educational Leadership, and her Ed. Specialist in Superintendency. She was named the Outstanding Rural Building Administrator from Missouri Association of Rural Education and Missouri Distinguished Principal representing the Northwest Region from Missouri Association of Elementary School Principals (MAESP). Melanie is currently a member of the MAESP Executive Committee Board.


By Louise Law, Frontier Regional and Union #38 School District, MA
A Director of Elementary Education shares her districtâs approach for mapping out the Writing curriculum in Atlas. This includes the integration of key resources, such as Student Work Exemplars and Rubrics from the Teacherâs College Reading & Writing Project (TCRWP), which provide teachers with samples of student writing. Their school districtâs unit planning template consists of the following elements:
- Unit Overview
- Enduring Understandings/Essential Questions
- MA Curriculum Frameworks & National Standards
- Learning Objectives/Goals/Skills (written as âI Can Statementsâ)
- Evidence of Learning
- Sample Learning Activities
- Instructional Strategies
The process of assessing and posting exemplars of student writing at each grade level was useful as we began to update our writing curriculum a few years ago. Writing samples from students across the district were collected from each classroom and then scored by a team of teachers who collaboratively selected those that would be posted as exemplars for each level of proficiency at each grade level (click on images below for detail).
The purpose of posting these student writing examples on Atlas Curriculum Management System was to provide teachers with examples to show students and to guide their own assessment. We also included non-annotated versions for them to show students by posting on their Smartboards.We assess students in three different writing genres: informational, narrative, and opinion/argument twice â as a pre and post test. We use the data to determine next steps in writing instruction both individually for the student and as a class.
We are continually looking at how we assess student progress in writing and have actually updated our Narrative Writing Rubric as we are now using the Writing Rubric from the Lucy Calkins writing units of study and plan to update our exemplars soon as our studentsâ writing is so much stronger as a result of this curriculum.
We also use individual checklists from the Lucy Calkinsâ Writing Units for students to self evaluate their work before we score it. This involves students more directly in thinking about their own writing development. Then teachers enter the data in a template and look for patterns in the data.
Finally, note that the assessment aligns with standards and the highest level of Bloomâs Taxonomy â Create: when students are writing they are creating an original piece of work in response to a prompt.
Check out more ELA strategies in the related blogpost, âReading, Writing, Grammar, Oh My!â


Our curriculum intent applies to all our young people, regardless of background, gender, sexual orientation or ability. As a school, and department, we are absolutely committed that the opportunities we plan for and implement ensure that each student can reach and exceed their potential.
Our young people will develop a life-long love of learning of Geography through the study of a wide range of physical and human landscapes, processes and the interaction between these at a range of geographical scales and through expert delivery in Geography lessons.
All students at Wyvern Academy are, without exception, entitled to a world class geographical education that is holistic, ambitious and aspirational by covering different aspects of the subject and to open the world to them through the love of Geography.
It is vital that we prepare our young people so that they are empowered to become engaged positive and respectful members of society through a dedicated focus on developing them as professional learners and developing a deep understanding of the world around them, current geographical issues, the relevance of these issues to young people (e.g. climate change) and how young people can respond individually and collectively to these geographical issues.
Literacy and numeracy skills are fed through our curriculum allowing pupils to focus on the precise technical language and skills needed to make sense and interact with the numerous case studies we study.
We are responsible for ensuring our young people are confident to pursue ambitious next steps in geographical education, employment or training which will support their future careers through introducing careers related to geography, the importance of the wide range of transferrable skills that are used in geography and how these can be used by young people in their future learning or career.
Knowledge and skills:
Through our curriculum, students:
- Build geographical knowledge and understand of how geographical concepts and skills link between topics in Geography such as the interactions between the physical and human environments. To understand the links to other subjects such as the mathematical skills and applications in Geography, links to Business Studies in terms of different employment sectors and trade patterns, links to Travel and tourism, such the impact on places, people and environments and within Science, through topics such as ecosystems.
- Develop confidence in communication skills and have opportunities to critically question and debate through evaluating geographical issues and considering different viewpoints on the big questions such as migration, environmental issues and sustainable management of issues from the local to global scale.
- Develop a love of reading and the skills to read fluently, having opportunity to explore wider significant and exclusive texts in Geography
- Learn to self-regulate and work independently as well as collaboratively in Geography such as through undertaking of Geographical enquiry and investigating issues through fieldwork.
- Learn about the world around them through developing concepts of place, space and environment at a range of scales and studying issues such as interdependence, cultural diversity, globalisation, environmental issues and sustainable development. These include the historical contexts and how these have impacted on people and places such as the role of plate tectonics in creating current hazards and landforms and the impact of colonialism and historical trade patterns and levels of development on different countries.
- Will have the opportunity for deep Geographical thinking and to get into their âflowâ for example in decision making exercises which allow for deeper thinking around a topic, considering the impact on different stakeholders e.g. types of coastal or river management or the impact of a new transport development.
- Develop strong mathematical fluency through the application and interpretation of numerical, graphical and statistical skills when using Geographical data.
- Develop pupils long term learning through the Keys to success aspect of the curriculum as a tool for creating excellence in skills which are transferable to the wider curriculum and the world of work


Elementary English Language Arts
Washington County Public Schools focus on the development of literate individuals able to read, write, speak, listen and use language effectively in a variety of content areas. Beginning with our youngest learners, students build foundational knowledge, acquire basic literacy skills and develop an understanding that print conveys meaning. As our children grow in their experiences with texts and language, children begin to communicate their individual thoughts and ideas through speaking and writing and to share in the thoughts and ideas of others through listening and reading. Instruction and curriculum focuses on building strategies to comprehend a variety of texts, both literary and informational and to recognize that texts are structured in predictable ways to promote understanding and serve a purpose.
Maryland College and Career Ready Content Standards
Maryland College and Career Ready Vertical Progressions
- Reading: Foundational Skills
- Reading: Literature
- Reading: Informational
- Speaking & Listening


The Oxford English Dictionary defines a Digital Native as âa person born or brought up during the age of digital technology and so familiar with computers and the internet from an early ageâ, statistics show that digital natives spend a lot of their time on mobile devices, with 90% of young adults (16-24 years old) having access to a smartphone and only 3% not using the internet.
However, branding all young people as digital natives risks excluding vulnerable young adults from digital skills provision. Nominet Trust estimates that there are over 300,000 young people who do not have basic digital skills. This could be a result of the following key barriers:
- Personal skills: including poor literacy and numeracy skills
- Circumstantial: poverty and poor credit ratings affecting access
- Systematic: lack of motivation to access training opportunities.
Supporting this, internet use amongst young people is largely mobile and app based, which does not allow people to carry out the same activities as devices such as laptops and desktops do. Similarly, skills gained using social media doesnât equate to being able to access services online, or find and apply for jobs online.
Charities such as The Princeâs Trust and Nominet Trust have recently been working to raise awareness of this issue with both recently publishing reports that reveal that many disadvantaged young people are not achieving positive outcomes online, especially concerned with employment or education. The research also demonstrates that there is a strong correlation between social exclusion and lack of digital skills for young people; a link commonly seen throughout digital exclusion.
Disadvantaged young people are likely to have lower quality access and lower levels of digital skills which impede their ability to take up education and employment opportunities. Some of the key trends that recent research has uncovered are:
- Around 40% had low skill levels in relation to ânetiquetteâ, that is decisions about their own behaviour, dealing with the negative behaviour of others online or in managing their mobile phones in a safe way.
- 67% of young people have someone available to help them out if they need support with ICT related issues.
- Only 17% of NEETs (Not in Education, Employment or Training) had asked for help with using ICTs in the last three months.
- Of NEETs, 46% had truth checking, 49% had keyword search and 19% had orientation skills and as compared to the employed who had 56% truth checking, 59% keyword search and 24% orientation skills.
This leaves young people, and in particular vulnerable young people, at risk of lack of opportunities and access to services and vital support. Which is why Good Things Foundation is working to support young people on two different projects.
The first project is a pan-European project called I-LINC, which aims to develop an online community for organisations supporting youth employability with digital skills. If you support young people in your centre, the I-LINC platform is a great place to access resources, including:
- I-LINC MOOC - First steps for the use of technology in the classroom
- Think Big - a programme that gives young adults the opportunity to develop the digital and entrepreneurial skills they need to create positive social change
- YouRock - a platform to encourage young people to find jobs based on their skills and qualities, whilst linking to employers
- My Dream Job - helping young people to understand the steps towards employment, and how to achieve their dream job
- Six Thinking Hats - a tool for discussion based on Edward de Bonoâs Six Hats.
Secondly, Good Things Foundation is working on a project to support young people in collaboration with Carers Trust. Funded by Nominet Trust, Carers Trust is leading on a project to support young carers with digital skills, where Good Things Foundation will work with Carers Trust to develop an e-learning resource for young adult carers. The resource will be hosted on our learning platform, Learn My Way, and will be rolled out to eight Carers Trust Network Partners who will use the resource to help young adult carers gain the basic digital skills they need to achieve their aspirations.
If you want to find out more about the projects, feel free to get in touch with me at firstname.lastname@example.org.


For students learning English as a Second Language-- ESL, reading is essential.
You can learn about a language by studying its vocabulary, grammar, and pronunciation. To understand and speak it there is no substitute for listening and reading.
As you concentrate on understanding meaning, not just words, your mind makes connections. You start to recognize the normal patterns of English
Reading is a wonderful way to increase both your vocabulary and your fluency in English.
Once you understand enough English to focus on the authorâs ideas, you will absorb the words and structures you read almost unconsciously.
You donât need to look up every unfamiliar word. In fact, experts suggest that itâs better not to look up too many words. It interrupts the thoughts and makes it harder to understand the authorâs point. When you arenât sure of a wordâs meaning, try to guess from the context (the main idea and the surrounding words.)
IF you still feel unsure and the word seems important (or if it occurs often in your reading), then look it up. Was your guess close? As you improve at guessing from the context, your reading comprehension will develop fast.
Remember, the point of reading is not to recognize a lot of words, but to understand what the author is saying.
2. Adjust your reading speed to your purpose.
Not all reading is the same. When you are looking for one piece of information you can scan quickly for the right section. To read difficult academic text or study for an exam, you must concentrate. Look for the main point and the most important details. If you are reading for pleasure, you can relax. Read at a comfortable pace, without stopping to look up every unknown word. See Reading for Specific Purposes for more suggestions on effective reading.
3. Try these strategies:
Reading Comprehension Strategies suggests ways to increase your ESL reading comprehension and retention, (That's what you remember from what you read.)
Improve Reading Skills talks about the value of learning several skills. It tells how to
Check your reading skill has a practice reading and questions so you can see how well you can use these skills. Reading Strategies for Comprehension Practice has more reading tests & practice (interactive versions).
ESL Phonics, Consonant Digraph Sounds, Short and Long English Vowels, and English Vowel Digraphs can help you decode words. They explain the connections between English letters and sounds. Some letters have one sound, but others have several, so it can get complicated!
Would you like to learn more about how to pronounce and spell English vowels and digraphs? Consider taking a short course to help you learn to use them. It's an excellent way to improve your English reading, pronunciation, and spelling! See Vowels in English for more information.
There are lots of places to find simple English reading suitable for ESL students. The Internet is a good place to start. If you want to read away from your computer, you can often print articles for later use. See
for some good places to start and some specific books and authors.


In an effort to better understand the ways in which young peopleâs learning and expression are being shaped by mobile and digital technologies, the Pearson Foundation released âThe Digital World of Young Children: Emergent Literacy,â a research white paper on the effects of digital media on young childrenâs learning at the 2010 Consortium for School Networking (CoSN) International Symposium, in Washington, DC.
Authored by early childhood education experts, Arizona State Universityâs Jay Blanchard and Terry Moore, the white paper examines the latest research on the ways in which young children make use of increasingly personalized and mobile mediaâincluding cell phones, television, video games, smart devices, and computers. The report focuses on the impact of these new ways of learning and also highlights the degree to which these emergent literacies are rooted in young peopleâs use of commonplace mobile devicesâespecially in developing and least-developed nations.
Blanchardâs and Mooreâs research finds that developmental milestones are changing as a new generation of young children approach learning and literacy in ways not thought possible in the past. According to this new report, digital media is already transforming the language and cultural practices that enable early literacy development, making possible a new kind of personal and global interconnectedness.
The research reveals that:
- Opportunities to engage with digital media increasingly prevail through the use of mobile devicesâand in developing countries access to mobile devices is more commonplace than access to other technologies.
- Developmental milestones are changing as young peopleâs access to mobile and digital technology grows.
- Digital media positively impacts childrenâs opinion of learning, providing engagement opportunities not always seen with print materials.
This study also confirms the need to continue delivering educational programs to teachers and children who otherwise would not have access to these kinds of educational opportunities.


Although much of my professional focus is now on enhancing literacy skills, my blog posts will never neglect the importance of starting young students with solid math skills, as well. Last week I wrote about the importance of âone-to-one correspondenceâ in reading. One-to-one correspondence is very important to early math also. Basically, this concept means correctly matching numbers to objects.
Rote number counting, and knowing what that number represents, are two very different and distinct mathematical skills. A student can be an excellent counter, yet not be able to identify a random number out of numerical sequence. Or your child may be able to say the numeral 9, yet be unable to count-out nine objects.
Here are three easy and fun activities to help your child practice one-to-one correspondence in math:
In a dish, place a small amount of a favorite snack like Cheerios, raisins, Goldfish crackers, etc. Start a âroll for snacksâ game by rolling a single die, and have your child counts the dots. He can then count out and save an equal number of pieces from the snack dish. (Who knew that counting could be so yummy?) To increase the difficulty, use a pair of dice, and add the dots before counting the total. If the snacks build up, they can be saved and enjoyed later on.
From a deck of playing cards, remove 10 ânumber cardsâ (2-10) from the same suit. Let the âAceâ from that suit represent the number 1. Line up the cards from left-to-right, the Ace to ten. Below the cards, have her place the correct number of pennies shown on the card. Once she can easily do this from one to 10, mix up the cards and place them out of sequence. Practice this until she can match the pennies to the individual numbers shown on the cards, no matter what the sequence.
Put a pile of 20 pennies on a table. Say a number out loud between 1 and 20. See if your child can count out the number of pennies that you said. If he canât do it by himself, help him count out the correct amount. Have him put the pennies in a straight line, pointing to each penny, as he counts in sequence.
Practicing math one-to-one correspondence, while having a little fun, will help your child make the connection between seeing, saying, and knowing.
Connie McCarthy is passionate about her work as a teacher of young children. She has devoted her entire career to making sure that her students do well at school, right from the start. Connie has an undergraduate degree in Elementary Education, and a Masterâs Degree in Special Education. She has been teaching first grade in East Providence, R.I. for 23 years, where she received the distinction of âHighly Qualified Teacherâ by the Rhode Island State Board of Regents. Connie also taught nursery school for four years, and published numerous articles on early education in East Bay Newspapers in Bristol, R.I. Sheâs also been published in PTO Today Magazine. She lives with her husband, Brian, and has a daughter and a son, both young adults. Connie enjoys reading, writing about elementary education, and taking long walks with friends. During summer vacations, she likes to travel with her husband. She also loves reading readersâ comments on her weekly blog posts.


Children and Their Art: Methods for the Elementary School / Edition 8 available in Hardcover
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|Product dimensions:||10.50(w) x 9.64(h) x 1.04(d)|
About the Author
Al Hurwitz has taught at the elementary and secondary levels in Miami-Dade County, Florida. He was the Director of Visual and Performing Arts for Newton, Massachusetts schools and taught art education at Harvard University Graduate School of Education Ohio State University, Teacher's College, Columbia University, Brandeis University, and the Massachusetts College of Art. He has written, co-authored, or edited 12 books on art education and served on the United States Society for Education through Art (USSEA). He has also served on the planning committee of the National Board for Professional Teaching Standards.
Michael Day completed his doctorate degree at Stanford University and has taught middle and high-school art in California. A widely published author and researcher, Dr. Day is a recipient of the Manuel Barkan Award for published research from NAEA. He has served on national panels, editorial boards for national scholarly publications, and art museum boards. He was invited to the former Soviet Union in a scholarly exchange sponsored by the International Research and Exchanges Board, and in 1998 he was one of five scholars invited to Beijing in a delegation sponsored by the Getty Education Institute and the Ministry of Education of the People's Republic of China. Dr. Day served as President of the NAEA from 1997 to 1999.
Table of Contents
Part I: FOUNDATIONS AND GOALS FOR ART EDUCATION. 1. Foundations of Art Education: Children, Art and Society. 2. Art Education in Contemporary Classrooms: Issues and Practices. Part II: CHILDREN AS LEARNERS. 3. Children''s Artistic Development: How Children Grow and Learn. 4. Children with Special Needs: Art for All Children. 5. Talented Children: The Nature of Artistic Giftedness. Part III: CONTENT OF ART. 6. Drawing: At the Heart of the Studio Experience I. 7. Painting: At the Heart of the Studio Experience II. 8. Sculpture and Ceramics. 9. Printmaking. 10. Newer Media: Ideas and Earthworks: Computers to Lasers. 11. Design: Art Language and Application. 12. Art Criticism: From Classroom to Museum. 13. Art History: Other Times and Places. 14. Aesthetics: Philosophy in the Art Room. 15. Visual Culture in Art Education. Part IV: INSTRUCTION. 16. Methods for Teaching Art: Classroom Practice. 17. The Social Dimension: Collaborative Art Activities and Instructional Games. Part V: CURRICULUM AND ASSESSMENT. 18. Curriculum: Background, Planning, and Organization. 19. Classroom Organization and Exhibition of Student Work. 20. Assessing Student Learning and Achievement. Appendixes: A. A Historical Framework for Art Education: Dates, Personalities, Publications, and Events. B. Professional Responsibility and Professional Associations. C. Commercial Resources. D. Safer Materials for Elementary School Art.


- Artist: John Savio
- Creation date: Antagelig 1922
- Object type: Print
Born 28.01.1902, death 16.04.1938
Savio is known primarily for his woodcuts depicting Sami culture and lifestyle. His visual world also encompasses landscapes and everyday life. Seen as a whole, Savioâs artistic practice bears witness to his ties to North Norway.
An artist emerges
Savio is said to have sketched his first known drawing of a reindeer in his grandmotherâs bible when he was four years old. He lived in various parts of North Norway while growing up. He spent a great deal of time in Oslo from the age of 18 onwards. Savio had little formal art education, but did attend the Norwegian National Academy of Craft and Art Industry for a period of time. He was influenced by visits to the National Gallery and exhibitions in the capital city, and his close scrutiny of art books. Savio studied woodcuts of images by Albrecht DÃ¼rer, Felix Vallotton and Japanese artists, and was further inspired by the art of Edvard Munch, Nikolai Astrup and Gustav Vigeland. During this period he began experimenting with woodcuts. In addition to prints and drawings, Savio worked with paintings and watercolours.
With its clear and stylised presentation of galloping reindeer calves in a rhythmic pattern, the well-known motif Reinkalver (Reindeer Calves) has essentially become a symbol of the culture of the Finnmark mountain plateau. Savioâs roots and upbringing in Sami culture informed his portrayals of his peopleâs lives and struggle for existence. Here reindeer play a prominent role and are imbued with symbolic power. Animals in movement constitute a recurring theme in his work. His motifs were inspired by impressions from his early life.
The good life
Several of the woodcuts, such as PulkkjÃ¸rere (Sleigh Ride), evoke speed and excitement. In other motifs he describes everyday life and the close contact between people and animals. Motifs showing young boys practising how to throw lassos shape a story almost like a cartoon strip. Perhaps Savio himself was involved in this activity as a boy. Other pictures portray young peopleâs sense of anticipation and joie de vivre, or the simple and robust life lived in pact with nature.
From a studio in a suitcase to popular collectors items
When Savio died he left a suitcase containing some woodblocks, carving tools and prints. Using simple methods he created around 150 different motifs as woodcuts and linocuts during his short life. They were usually printed in editions of 100 copies. Savio seldom dated his prints, but most of them were probably produced between 1920 and 1934.
Savioâs woodcuts are characterised by a simple but varied carving style, emphasising the contrast between black and white. In several instances we know of drawings that he appeared to have transferred to the woodblock before carving the motif. He printed the woodcuts in black and white. He also hand-coloured a number of the motifs, some in strongly hued watercolours that were most likely inspired by the clear, intense colours of the Sami national costume.
In 1930 he held his debut with a solo exhibition in TromsÃ¸. Starting in 1933 he travelled abroad on several occasions, and in 1936 an exhibition of Savioâs art was held in Paris. In 1939 and 1941 memorial exhibitions of his work were held in Oslo. Today Savioâs powerful woodcuts are well known and in high demand.


While each curriculum will certainly vary from institution to school, the majority of education degree programs consist of courses in all pertinent facets of education. These training courses are designed to provide you the understanding needed to be a successful educator.
Some colleges also provide you the liberty to select your very own educational program for your on the internet degree. This implies that you can decide which areas of the education area you wish to gain experience in. The capability to design your very own curriculum provides you an one-of-a-kind background that allows you to stand apart from the competition as well as brings in potential employers. Some focus for on-line education degrees include Elementary Education, Additional Education, Adult Education, Range and Online Education, Educational Administration, and also Special Education.
People that have their online education degrees in Elementary Education typically teach kindergarten with 5th grade. The major goals of this degree are to develop a foundation in reading, composing, math, scientific research, background, and also the social scientific researches for all youngsters. The training courses in this field are developed to prepare you to instruct these significant fields. Some program titles consist of Ideology of Education, Psychology of Learning, and Teaching Approaches. You might also be needed to enroll in computer modern technology.
A degree in Additional Education is for those who wish to teach intermediate school and secondary school aged kids. Numerous people who obtain their level in secondary education concentrate their training on a specific subject, such as English, math, or scientific research. The programs in this field will show you concerning different teaching techniques, curriculum advancement, as well as various other associated topics.
An online level in Grownup Education will prepare you to show and educate adults. This can consist of a teaching career in universities, universities, and knowing facilities. People seeking this level normally specialize in a specific topic, or have work experience in a specific field. Programs in this discipline consist of Adult Development as well as Advancement, Adult Psychology, and also Program Preparation as well as Growth.
A level in Range as well as Online Education will prepare you to operate in the area of distance understanding. Individuals with this level normally work at institution of higher learnings showing their programs online. Some of the programs in this degree consist of Foundations of Correspondence course, Technology in Correspondence Course, as well as Teaching and also Discovering in Online Correspondence Course.
Individuals who have their levels in Educational Administration manage the tasks in institutions, preschool, and also institution of higher learnings. They can likewise be directors of curricula in businesses, jails, as well as galleries. Numerous go on to be college head of states and also institution area superintendents. Training courses in this field include Intro to Educational Research Study and Evaluation, Plan Studies, Current Concerns in Education, as well as Educational Management.
Individuals who wish to deal with impaired kids and/or grownups usually have their on-line education degrees in Unique Education. This degree will prepare you to collaborate with individuals that have discovering impairments, psychological health problems, physical disabilities, and also various other problems. Programs in this area consist of Educational Psychology, Legal Issues of Unique Education, Youngster Growth and Development, and Approaches for Showing Pupils with Specials Needs.
Together with coursework, a number of these education levels also require that you work in a class as a trainee prior to college graduation. That way, you will certainly have the experience in addition to your on-line education level to make a positive payment to your students.


What you get: Each set contains 32 flashcard, with a large clear illustrated image on the front and detailed information at the back.
Give your child the gift of knowledge: using flash cards, you can teach children the most complex information in a simplified format when used early on help children develop photographic memory, aid in visual and auditory sensory development, improve vocabulary, and make learning fun
Reduce screen time: the attractive images and easy-to-grasp content make learning fun thereby helping reducing screen time of your child
Parent-child bonding: they make for an interesting bonding activity between parent and child while promoting a love for learning
Learn more with your toddlers using flash Cards â interactive flashcards for kids. These flashcards are large size picture cards with realistic pictures of Scientists and kid-friendly information about them on the other side.
These Scientist & Invention flashcards boost brain development in kids during early childhood learning and help them be ready for preschool and primary school.
The images are realistic to show and teach children the scientist and their inventions. These visual learning and reading flashcards have proven to be beneficial with special needs kids and differently-abled children.
These preschool flashcards are made from a thick stock of paper. They can be used for babies, toddlers, & school children to engage them in playful activities to sort, match, and recognize. These flashcards are great for kids learning games to build memory & concentration.
These engaging flashcards for babies make learning fun and build a childâs vocabulary in the early years. These cards are to be used from 3 Years to 8 years in different ways based on the childâs age. They are a have set of fun learning flashcards for a childâs milestone development.


What makes preschool education particularly unique compared to the higher education level? One of the answers is the complexity of teaching young learners. Every child is different in skills, interests, and personality. It makes Global Sevilla preschool Jakarta Timur tailor fun education based on six areas of learning and development. But what is it about?
How Are The Six Areas Of Learning And Development Implemented In School?
The Six areas of learning and development learning are made and planned with the IEYC curriculum. IEYC or international early years curriculum highlights the more personal studentsâ growth, in varying aspects. Thus, explains why the six areas of learning are the perfect key to using the curriculum for the school.
In this case, growth and development include varying aspects. It includes physical changes, emotion, behavior, thinking, personality, and speech. With that in mind, the education in Global Sevilla and its development focus will be based on sequence growth. It means every year students will focus on unique aspects of learning, developing more complex learning as they grow older.
The main reason for the six areas of learning and development in Global Sevilla preschool Jakarta Timur is to understand the child and emerging changes and development. It indicates the reason why the school and IEYC do not use academic outcome assessments. Instead, it focuses on a series of growth stages, to understand the strength or common problem during the learning.
Six Areas Of Learning And Development Of Children
In its uses, the emphasis on learning and development highlight different aspects. The foundation and its exploration include communication and language development. Its focuses on how students can develop their speaking and listening capabilities, which help them grow in the future.
Literacy development correlates with reading and writing. Personal, social, and emotional focus on peer interaction. The mathematical concept is more on cognitive growth, helping the preschool Jakarta Timur to develop problem-solving capabilities. Understanding the world, creativity, and physical growth will later follow the other aspects. Thus, developing thorough education throughout the years. Six areas of learning and development are one of the key aspects of the IEYC curriculum, which is the reason why the school has unique learning in every program year. Global Sevilla emphasizes assessing student development, which also makes the class more favorable and less complex. To find out more about the program and its learning, check out Global Sevilla for its preschool learning.